Abstract
The article examines the correlation between the indicators of social and psychological adaptation of students with special needs and the characteristics of their personal self-determination. The average indicators of the primary scales in the questionnaire of social and psychological adaptation of students with special needs were calculated. The study established positive interrelationships between adaptability and meaningful indicators of personal self-determination, such as orientation towards maximum involvement in activities and emotional richness of life, confidence in one's abilities and the possibility to control the events of one's life. Self-acceptance as a component of socio-psychological adaptation positively correlates to the target indicators of personal self-determination, such as the meaningfulness of life, the presence of a goal in life and satisfaction with the results of self-determination. Internal control positively correlates to satisfaction with the results of self-determination. External (in relation to the personality) control as a component of socio-psychological adaptation negatively correlates to the assessment of energy, involvement, internal control, risk-taking as ways to overcome life's problems, and also to current life as an emotionally intense period of life. Submissiveness as a component of socio-psychological adaptation is negatively interconnected with the idea of a person's ability to control everything that is happening. Escapism (avoiding problems) negatively correlates to living an emotionally rich life, active participation and control as ways to overcome difficulties.
Highlights
The socio-psychological adaptation of students with special needs has repeatedly become the subject of research in psychology
The average indicator on the scale "Adaptability" is 138.3 + 19.5 points which exceeds the average standard indicator on this scale, the average integral indicator "Adaptation" is 67%. In this sample, we are dealing with students whose average and high levels of socio-psychological adaptation prevail which makes it possible to correlate all the primary scales of the socio-psychological adaptation questionnaire to indicators obtained in the diagnosis of the content components of personal self-determination
We identified positive relationships between the scale of adaptability in the questionnaire of socio-psychological adaptation with indicators of involvement (r = 0.68; p
Summary
The socio-psychological adaptation of students with special needs has repeatedly become the subject of research in psychology. This is connected both with the practical significance of the issue in current situation, namely, with the need to organize psychological support for such students in the university educational environment, and with the theoretical interest of researchers in the mechanisms of socio-psychological adaptation of a person with limited life resources. Empirical data obtained in the analysis of the real practice of teaching university students with special needs play a huge role in solving the issues of search for patterns of personality development under a shortage of life resources. In order to launch compensatory mechanisms, a future perspective and social orientation of these processes are needed [1]
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