Behavioral Self-regulation Research Articles

Shifting students toward testing: impact of instruction and context on self-regulated learning

Much of the learning that college students engage in today occurs in unsupervised settings, making effective self-regulated learning techniques of particular importance. We examined the impact of task difficulty and supervision on whether participants would follow written instructions to use repeated testing over restudying. In Study 1, we found that when supervised, instructions to test resulted in changes in the self-regulated learning behaviors such that participants tested more often than they studied, relative to participants who were unsupervised during learning. This was true regardless of the task difficulty. In Study 2, we showed that failure to shift study strategies in unsupervised learning was likely due to participants avoidance of testing rather than failure to read the instructions at all. Participants who tested more frequently remembered more words later regardless of supervision or whether or not they received instructions to test, replicating the well-established testing effect (e.g., Dunlosky et al. in Psychol Sci Public Interest 14:4–58, 2013. http://doi.org/10.1177/1529100612453266). In sum, there was a benefit to testing, but instructing participants to test only increased their choice to test when they were supervised. We conclude that supervision has an impact on whether participants follow instructions to test.

Drivers’ self-regulatory behaviors in active and responsive scenarios

Objective Drivers usually appear to self-regulate their driving behaviors in situations considered to be challenging, such as mobile phone-distracted driving. It is important to clarify how drivers self-regulate their actual behaviors. In addition, few studies investigated driver distraction in active and responsive scenarios. Therefore, the present study aimed to gain a better understanding of drivers’ actual self-regulation of driving behaviors and phone use behaviors while mobile phone-distracted driving in active and responsive scenarios. The contribution of compensatory beliefs to self-regulation was also explored. Methods This study was conducted using a 2 (mobile phone use behaviors: phone calling vs. WeChat messaging) × 2 (scenarios: active vs. responsive) within-group design. A total of 34 participants completed a driving simulation experiment. The dependent variables of drivers’ driving behaviors, phone use behaviors, and physiological data were collected. Participants’ compensatory belief was also measured. Results The results showed that the speed reduction in the stages with WeChat messaging was significantly greater than that in the stages with phone calls, and the speed reduction in the responsive scenario was significantly greater than that in the active scenario. Participants would adopt relatively equal phone-use-related self-regulatory behaviors in active and responsive scenarios. Participants with higher compensatory beliefs had relatively greater speed reduction in most scenarios, but fewer phone-use-related self-regulatory behaviors. In addition, the respiratory rate could contribute to evaluating the changes in drivers’ physiological status during phone calling-distracted driving. Conclusions Participants would self-regulate driving behaviors and phone use behaviors according to different distracted driving tasks and scenarios. The driving-related self-regulation in WeChat messaging scenarios and responsive scenarios was greater. There was a trend in the effect of compensatory beliefs on actual self-regulatory behaviors, which needs to be further verified in the future. This study contributes to the verification of the different actual driving-related and phone-use-related self-regulatory behavior of drivers in active and responsive mobile phone distracted driving scenarios.

Uncertainty and change in American youth occupational expectations

ABSTRACT Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is strongly affected by student educational expectations and actual attainment by age 26. The study findings indicate that higher educational attainment leads to stability in occupational expectations and higher prestige scores of the intended occupations. Females are more likely than males to have higher occupational expectations. Academic self-efficacy and self-regulatory behaviours during secondary education lead to higher occupational expectations, as does an understanding of employment barriers. Non-college-bound youth and postsecondary non-completers experience a higher drop in occupational expectations over time which could reveal unrealistic career plans.

Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation.

Alongside the positive effects linked to the introduction of digital technologies into our lives, particular dysfunctional behaviors in the use of digital tools have appeared, through which the expression of conditions such as addiction, difficulties in affective and behavioral self-regulation and mental health problems have been channeled. The present study aims to investigate, in a sample of young students aged m = 12.91 (ds = 0.56) years, whether Coding Educational Programs (CEP), deployed to 44.9% of the sample, is effective in psychological dependence, emotional self-regulation and Digital Media Problematic Use (DMPU), as self-assessed through questionnaires (DERS, DSRS, IAT, MPIQ and MPPUS). CEP had no effect on emotional dysregulation or on DMPU. They were effective in the time management of mobile phone use, with students rescheduling from daytime use on working days to daytime use on the weekend. Moreover, people who attended CEP more frequently used smartphones for orienting themselves and for obtaining information. In conclusion, CEP are effective in achieving a more functional and important use of smartphones and better time management. It is possible that CEP effect on metacognition could reduce DMPU if alternative ways to regulate emotions are available.

Police discretion and the role of the ‘spotter’ within football crowd policing: risk assessment, engagement, legitimacy and de-escalation

ABSTRACT Discretion is a key feature of policing, yet its surrounding research has historically been heavily reliant upon exploring interpersonal or dyadic encounters between individual officers and members of the public. More recently, studies have explored how discretionary decisions by police officers impact upon and interact with group-level and organisational processes but few studies have explored the relevance of discretion to debates in the literature on public order policing. Correspondingly, there is to date only a limited body of research exploring the nature and dynamics of dialogue-based football-related public order policing. This study addresses these combined gaps by drawing upon data from interviews with specialist football officers, referred to as ‘spotters’ or Dedicated Football Officers, from five English police forces. Our analysis critiques the idea that these specialist roles revolve merely around the surveillance, categorisation and enforcement of fans who are considered to pose a risk to public order. We highlight how these officers understand their roles in terms of the use of discretion. We argue that in a complex intergroup environment officers utilise discretion to manage perceptions of their legitimacy among supporters. This ‘social capital’ in turn enhances their capacity to de-escalate and avoid disorder through the promotion of self-regulatory behaviour. We discuss the relevance of our study for theoretical approaches to understanding discretion and consider the implications of our analysis for developing a more formal dialogue-focused and discretion-based approach to football crowd policing in and beyond England and Wales.

The Effects of Achievement Emotions and Cognitive Appraisals on Self-Regulated Learning behaviors in Online Learning

The impact of achievement emotions and cognitive appraisals on students' learning behavior in the online environment has received less attention in this area. This study intends to examine the relationships between several distinct emotions related to achievement situations (boredom, anxiety, and frustration) and the strategies of self-regulated learning (elaboration and metacognition) during online courses. 109 university students in China who had experienced an online course were investigated, and the results revealed that elaboration and metacognition were negatively predicted by the negative deactivating emotion of boredom. Moreover, anxiety positively predicted the metacognition significantly. Surprisingly, frustration was found to be have a negative effect on metacognition which is not consistent with the control-value theory.

Executive Functions as Measured by the Dog Executive Function Scale (DEFS) over the Lifespan of Dogs.

Executive Functions (EFs) are needed for effortful self-regulation of behaviour and are known to change over the lifespan in humans. In domestic dogs, EFs can be assessed through behavioural rating scales, such as the Dog Executive Function Scale (DEFS). The primary aim of this study was to investigate whether the DEFS, developed initially using a sample of adult dogs, can be used in juvenile (<1 year) and senior (>8 years) dogs. Confirmatory factor analysis of a juvenile and senior dog sample led to good model fit indices, indicating that juvenile and senior dogs' EF structure follows the same functional organisation as found in the DEFS. The secondary aim was to analyse the lifespan development of EFs. Analysis of subscale scores revealed multifaceted relationships with age for four subscales. Working Memory and Attention Towards Owner showed the u-shaped curve traditionally associated with the lifespan development of EFs. Forms of inhibition showed complex associations with age, i.e., Delay Inhibition declined in aging and Motor Regulation increased during aging. Training history and Working Status influenced performance independent of age. More highly trained dogs and working dogs exhibited higher EF skills. Training history appeared more important for EF in non-working dogs than working dogs, perhaps because all working dogs receive a high level of training.

Overactivation of posterior insular, postcentral and temporal regions during preserved experience of envy in autism.

Social emotions are critical to successfully navigate in a complex social world because they promote self-regulation of behaviour. Difficulties in social behaviour are at the core of autism spectrum disorder (ASD). However, social emotions and their neural correlates have been scarcely investigated in this population. In particular, the experience of envy has not been addressed in ASD despite involving neurocognitive processes crucially compromised in this condition. Here, we used an fMRI adapted version of a well-validated task to investigate the subjective experience of envy and its neural correlates in adults with ASD (n = 30) in comparison with neurotypical controls (n = 28). Results revealed that both groups reported similarly intense experience of envy in association with canonical activation in the anterior cingulate cortex and the anterior insula, among other regions. However, in participants with ASD, the experience of envy was accompanied by overactivation of the posterior insula, the postcentral gyrus and the posterior superior temporal gyrus, regions subserving the processing of painful experiences and mentalizing. This pattern of results suggests that individuals with ASD may use compensatory strategies based on the embodied amplification of pain and additional mentalizing efforts to shape their subjective experience of envy. Results have relevant implications to better understand the heterogeneity of this condition and to develop new intervention targets.

Autonomic self-regulating systems based on polyelectrolyte microcapsules and microgel particles

Biological systems possess unique non-equilibrium functions, maintaining tight manipulation of their surroundings through inter-communication of multiple components and self-regulatory capability organized over different length scales. However, most artificial materials are incapable of communicating and self-regulating behavior due to their limited number of component and direct responsive modes. Herein, a new integrated self-regulation system is developed utilizing stimuli-responsive polyelectrolyte capsules as building blocks. The combination of stimuli-responsive capsules and enzyme immobilized microgels is designed to mimic life systems and its programmable interactive communications and self-regulation behavior is demonstrated through communication-feedback mechanism. Polyelectrolyte capsules can sense changes of their surrounding, then start the internal communication by releasing energy-rich cargo mimicking the behavior of the cells. The microgel particles subsequently complete closed-loop communication through providing negative feedback on capsules by enzymatic reaction and actuating pH-regulation of the whole system. Different communication modes and pH-regulation behaviors could be achieved by adjusting spatial and kinetic conditions. Proposed intelligent system is highly customizable due to the wide selection of encapsulated cargos, stimuli-responsive blocks and reaction networks, and would have broad influences in areas ranging from medical implants that assist in stabilizing body functions to microreactor system that regulate catalytic reactions.

Which mothers’ breastfeeding behaviours within six weeks postpartum do health workers need to notice? Developing an indicator system based on the Delphi method and analytic hierarchy process

ObjectiveThe six weeks postpartum is the high-incidence period of stopping breastfeeding. The clarity of the internal mechanism of behaviour was an effective way to promote breastfeeding. The aim was to reach a consensus on indicators what should be used and prioritised in evaluating mothers’ breastfeeding behaviour within six weeks postpartum in order to provide a theoretical reference for health workers to take targeted strategies toward promoting breastfeeding practices. DesignTwo rounds of Delphi method and analytic hierarchy process was conducted in this study. The two-rounds Delphi was performed to select essential indicators and collect revised suggestion. The analytic hierarchy process was adopted for pairwise comparison to rank the significance of primary and secondary indicators. Setting and participantsThe panel included twenty experts with rich breastfeeding information and different general characteristics from China. FindingsConsensus was achieved to include three primary indicators, seven secondary indicators, and forty-five tertiary indicators in the final indicators system of the mothers’ breastfeeding behaviour within six weeks postpartum. The weight sequence of primary indicators was self-regulation behaviour (0.401), at-the-breast feeding behaviour (0.383), and resource utilisation behaviour (0.216). The rank of the secondary indicators was breastfeeding operation skills (0.267), self-decision behaviour (0.144), self-control behaviour (0.130), self-coping behaviour (0.127), breastfeeding self-perception (0.116), resource acquisition behaviour (0.115), and resource coordination behaviour (0.101). Key conclusionThe study builds a new and reliable indicators system that intuitively reflects the constituent elements of the mothers’ breastfeeding behaviour within six weeks postpartum and provides priorities in primary indicators and secondary indicators. Implications for practicesThe study helps form a clear and scientific cognition on mothers’ breastfeeding behaviour within six weeks postpartum and provides a new perspective and intuitive theoretical reference for health workers to take targeted measures to promote breastfeeding practices and achieve substantial public health gains.

Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course.

Self-regulated learning (SRL) plays a critical role in asynchronous online courses. In recent years, attention has been focused on identifying student subgroups with different patterns of online SRL behaviors and comparing their learning performance. However, there is limited research leveraging traces of SRL behaviors to detect student subgroups and examine the subgroup differences in cognitive load and student engagement. The current study tracked the engagement of 101 graduate students with SRL-enabling tools integrated into an asynchronous online course. According to the recorded SRL behaviors, this study identified two distinct student subgroups, using sequence analysis and cluster analysis: high SRL (H-SRL) and low SRL (L-SRL) groups. The H-SRL group showed lower extraneous cognitive load and higher learning performance, germane cognitive load, and cognitive engagement than the L-SRL group did. Additionally, this study articulated and compared temporal patterns of online SRL behaviors between the student subgroups combining lag sequential analysis and epistemic network analysis. The results revealed that both groups followed three phases of self-regulation but performed off-task behaviors. Additionally, the H-SRL group preferred activating mastery learning goals to improve ethical knowledge, whereas the L-SRL group preferred choosing performance-avoidance learning goals to pass the unit tests. The H-SRL group invested more in time management and notetaking, whereas the L-SRL group engaged more in surface learning approaches. This study offers researchers both theoretical and methodological insights. Additionally, our research findings help inform practitioners about how to design and deploy personalized SRL interventions in asynchronous online courses.

Essential elements of weight loss apps for a multi-ethnic population with high BMI: a qualitative study with practical recommendations.

Smartphone weight loss apps are constantly being developed but the essential elements needed by a multi-ethnic population with overweight and obesity remains unclear. Purpose: To explore the perceptions of an Asian multi-ethnic population with overweight and obesity on the essential elements of weight loss apps. Twenty two participants were purposively sampled from a specialist weight management clinic in Singapore from 13 April to 30 April 2021. Recorded interviews were conducted using face-to-face and videoconferencing modalities. Data saturation was reached at the 18th participant. Data analysis was performed using inductive content analysis with constant comparison between and within transcripts. Findings: Three themes and eight subthemes on the essential app components emerged-(a) comprehensive and flexible calorie counters; (b) holistic, gradual and individualized behavior change recommendations tailored for people with overweight and obesity, and (c) just-in-time reminders of future consequences. There was a need to incorporate flexible options for food logging; break down general recommendations into small steps towards sustainable changes; tailor app contents for people with overweight and obesity; and evoke one's considerations of future consequences. Future weight loss apps should be designed to meet the needs of those with overweight and obesity, the very population that needs assistance with weight loss. Future apps could consider leveraging the capacity of artificial intelligence to provide personalized weight management in terms of sustaining self-regulation behaviors, optimizing goal-setting and providing personalized and timely recommendations for weight loss.

Homogeneous Carbon Dot-Anchored Fe(III) Catalysts with Self-Regulated Proton Transfer for Recyclable Fenton Chemistry.

Fenton chemistry has been widely studied in a broad range from geochemistry, chemical oxidation to tumor chemodynamic therapy. It was well established that Fe3+/H2O2 resulted in a sluggish initial rate or even inactivity. Herein, we report the homogeneous carbon dot-anchored Fe(III) catalysts (CD-COOFeIII) wherein CD-COOFeIII active center activates H2O2 to produce hydroxyl radicals (•OH) reaching 105 times larger than that of the Fe3+/H2O2 system. The key is the •OH flux produced from the O-O bond reductive cleavage boosting by the high electron-transfer rate constants of CD defects and its self-regulated proton-transfer behavior probed by operando ATR-FTIR spectroscopy in D2O and kinetic isotope effects, respectively. Organic molecules interact with CD-COOFeIII via hydrogen bonds, promoting the electron-transfer rate constants during the redox reaction of CD defects. The antibiotics removal efficiency in the CD-COOFeIII/H2O2 system is at least 51 times large than the Fe3+/H2O2 system under equivalent conditions. Our findings provide a new pathway for traditional Fenton chemistry.

Adaptation of a Self-Regulated Practice Behavior Scale for Chinese Music Majors

In this study, we evaluated the validity and reliability of a Chinese adaptation of the Self-Regulated Practice Behavior (SRPB) scale developed by Miksza. Tasks included supplementing, altering, and translating items to create a viable adaptation for Chinese music majors and evaluating the construct validity and reliability of the Chinese-adapted Self-Regulated Practice Behavior (C-SRPB) scale. Confirmatory factor analysis and exploratory structural equation modeling (ESEM) were used to analyze responses provided by Chinese music majors ( N = 880) from various music conservatories and universities. Results indicated that an adjusted six-factor ESEM model was the best fit to the data. Internal consistency reliability coefficients for the subscales ranged from good to excellent (αs = .77–.86). Significant correlations between six subscales of C-SRPB and practice habits (i.e., daily duration, self-rated efficiency, and percentage of time spent on informal practice) provided criterion validity evidence. Overall, the findings suggested that the C-SRPB is a valid and reliable tool for measuring the self-regulated music practice of music majors in China. The results also suggest that music majors’ understanding of self-regulated practice vary according to individualistic and collectivist culture contexts.

A pilot evaluation of the Food as Medicine program for patients with type 2 diabetes

The objective of this study was to determine the effectiveness of the Food as Medicine Program (modified and adapted based on supporting research of the Fresh Food Farmacy™ program) that was implemented at a southeast regional hospital with voluntary participants with diabetes. It was hypothesized that participants would experience a decline in type 2 diabetes symptoms following the 12-month program of bi-monthly healthy groceries, nutritional guidance, educational sessions, and group health coaching. For this initial pilot study, four cohorts of patients were admitted consisting of 20 participants. The 12-month program included bi-monthly food pick-ups, nutritional recipes, and bi-monthly group educational and health coaching sessions for participants. They also completed pre- and post-program assessments, including a medical history questionnaire, biometric screening (HbA1c, weight, BMI, and blood pressure), and health behavior questionnaires. While there were not statistically significant differences from pre- to post-program, mean HbA1c slightly decreased from the time of the initial test (i.e., month 1) to follow-up testing (i.e., month 12). The pre- to post-program trends for diabetes self-care activities indicated improvements for general and specific diet maintenance, days of exercise per week, blood glucose testing per week, foot care, and smoking habits. Participants also exhibited a decrease in diabetes distress for emotional, physical, regimen, and interpersonal distress from pre- to post-program. This is very important as self-regulation of behaviors is necessary to successful management of diabetes. The results are discussed in relation to the limitations created by COVID-19, along with future implementation suggestions.

Relationship between styles of self-regulation and aggression in alcohol addictied individuals

Objective. The article considers and confirms a statically significant relationship between styles of self-regulation and aggression in alcohol-addicted individuals. The revealed relationship made it possible to determine the violation of the process of self-regulation and the spontaneous manifestation of various types of aggression common to persons with alcohol addiction.Materials and methods. The study sample included 295 men with alcohol addiction syndrome (F10.2) aged 21 to 60 years, mean age 40.7±8.9 years, and alcohol consumption averaged 13.5 years. The following materials were used for the study: the methodology “Types of aggressiveness” developed by L. G. Pochebut (2012); questionnaire “Style of self-regulation of behavior” (SSRM). Statistical package SPSS 19.0 was used for statistical analysis. The Spearman correlation coefficient for independent samples was used, and the difference between two independent samples was estimated using the Mann-Whitney U-test.Results. Identified difference between persons in LTP (group I) and persons in hospital (group III) in parameters of “Planning” and “Independence” (p &lt;0.01) The noted average level in all groups I, II and III in the parameters of the scale “General indicator of self-regulation” and revealed weak and moderate negative relationships of the scale “General indicator of self-regulation” with the scale “General level of aggression”. There was a significant decrease in indicators below the average level in persons of group III on all scales: “Planning”, “Programming”, “Flexibility”, “Modeling”, “Evaluation of results”, “Independence” and “General indicator of self-regulation”. The revealed difference between groups I and III in terms of “Planning” and “Independence” (p &lt;0.01) showed that as they stop consuming alcohol in isolation, people in group I gradually regain access to awareness, adaptive restraint, perspective thinking and selfregulation.Conclusion. The main rehabilitation work in the conditions of the penitentiary system should be aimed at increasing volitional self-regulation, the formation of positive attitudes, the restoration of social and normative qualities and skills of prosocial interaction.

The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain)

The growing concern in classrooms over the increase in disruptive behaviour and its management poses the need to investigate the teaching competences that can help teachers to promote self-regulation of behaviour (SRB) among children. This requires an inclusive approach that understands behaviour in a holistic way, taking into account the whole context. Therefore, different competences need to be activated that together enable teachers to promote children's SRB. This article identifies which specific competences of 923 teaching plans of the five public Catalan universities would contribute to preparing student teachers to foster children's SRB. The perceptions of 929 final-year student teachers on the training they had received were collected using a questionnaire. The most present competences in the teaching plans are pedagogical, inclusive, teacher reflection and collaboration. Among the least present are communication and classroom management, although they are the most essential for promoting children's SRB. Participants reported that the contribution of university subjects to promoting children's SRB is scarce and is largely limited to external regulation strategies instead of supporting children's SRB. In terms of behaviour management as a fundamental and incipient aspect of fostering children's SRB, student teachers do not feel that they even have the key competences for managing behaviour in the classroom, although there are differences between universities and degrees. The active role of student teachers in children's SRB should be enhanced during initial teacher education, even in the attention to diversity specialisation and in the dual system programme. There is an urgent need for universities to equip student teachers with competences to promote children's SRB. The competence profile should be clarified and unified, so that this set of competences can be worked on in a complementary, cross-curricular and practical way in different subjects, regardless of teaching specialisation.

Developmental patterns of behavioural self-regulation and peer relations in early childhood

Behavioural self-regulation is a key developmental task that improves, on average, across early childhood. Yet there is variation in the early developmental trajectories of behavioural self-regulation. The current study examines (1) heterogeneity in the trajectories of behavioural self-regulation across preschool and kindergarten, (2) peer relations in preschool (acceptance, sociability, victimization, conflict) as predictors of these trajectories, and (3) trajectories of behavioural self-regulation as predictors of peer relations in kindergarten. Data come from a two-year longitudinal study that followed a sample of 443 children (47.9% girls, Mage = 4.08 years) across preschool and kindergarten. Growth mixture modeling identified five distinct latent class trajectories: strong starters with minimal growth, strong starters with steady growth, moderate starters with steady growth, weak starters with rapid growth, and weak starters with minimal growth. Early peer acceptance, victimization and conflict differentiated between the behavioural self-regulation trajectories. These trajectories in turn predicted peer acceptance, sociability, victimization and conflict in kindergarten. Children who evidenced more peer acceptance and less peer conflict at entry to preschool were more likely to show consistently strong than weak behavioural self-regulation. Children who experienced more peer victimization in preschool were more likely to show slowly rather than rapidly improving behavioural self-regulation. By the spring of kindergarten, children who improved in their behavioural self-regulation were more accepted by peers, children who showed consistently strong or improving behavioural self-regulation were more sociable, and children with consistently weak behavioural self-regulation experienced more peer victimization and conflict. These findings have implications for supporting children's emerging behavioural self-regulation and peer relations in the early school years.

METHODS OF FORMING THE COMMUNICATIVE COMPETENCE OF STUDENTS AS AN IMPORTANT CONDITION FOR THE EFFECTIVE PRESENTATION OF SCIENTIFIC AND RESEARCH ACTIVITIES

The article analyzes the concept of didactic methods and the conditions of their use in the process of forming students’ communicative competence as an important factor in their ability to effectively present their scientific and research activities. The division of methods of formation of communicative competence into passive, active and interactive methods is considered in detail. The advantages of using active methods are indicated, which is determined by the new tasks of school education — not only to give students knowledge, but also to ensure the formation and development of communicative competence, cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. Special attention is paid to interactive methods of forming students’ communicative competence. The priority characteristics of such methods are named: a high level of students’ knowledge acquisition, the expansion of their cognitive abilities, active participation in the learning process, independence in solving problems, self-regulation of behavior, increased motivation, partnership between the teacher and students, positivity, optimistic assessment, etc. It is stated that in the process of using interactive methods of forming students’ communicative competence, it is necessary to clearly follow the algorithm of actions: to set a creative task based on educational information; organize work in a group and/or educational simulation game, conduct a general discussion — summary. It is argued that great opportunities for the formation of communicative competence and creative activity of students are represented by interactive games, the necessary condition of which is dialogic communication. Concrete examples of the use of interactive games are offered, in particular: simulation game (a certain activity is simulated), operational game (performance of specific actions is practiced), role-playing game (tactics of behavior are practiced), business theater (a certain situation is played out, the behavior of a person in this situation), game-reflection (the ability to analyze the situation, assess one’s own condition and the condition of another person, establish contact is practiced).

FEATURES OF THE PERSONALITY DEVELOPMENT OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

The article is devoted to the problem of personality development of adolescents with intellectual disabilities. Scientific research is determined by the relevance of studying the personality of adolescents with intellectual disabilities, the promotion of which development is an important task of special education for successful social adaptation and self-realization of children. The theoretical analysis of literary sources made it possible to determine the main psychological characteristics of adolescence, in particular, psychological neo formation that are the basis for the formation of a personality (development of self-awareness, motivational sphere, self-regulation of behavior, self-determination, etc.). The disharmonious development of the psyche determines the specific underdevelopment of the personality of adolescents with intellectual disabilities. The need-motivation sphere is immature, characterized by the predominance of organic needs and the complexity of forming social, low motivational power of motives and their unconsciousness. The underdevelopment of the “Self-concept” is characteristic, which is manifested in the contradictions and inconsistencies of the “Self-image”, insufficiently formed ideas about oneself, inadequacy of self-esteem and self-attitude. The analysis of the literature also proved that despite the general most typical characteristics of the personal development of adolescents with intellectual disabilities, there are also specific features of the development of the personality in various forms of oligophrenia and dementia. The article presents a description of certain personality traits of teenagers with various forms of oligophrenia and dementia. The positive influence of correctional education and upbringing on the personality development of students with intellectual disabilities is substantiated. The prospects of further scientific investigations aimed at studying the problem of forming a harmonious personality of adolescents with intellectual disabilities in educational and educational activities have been determined.