- Прохоренко, Л.І. (orcid.org/0000-0001-5037-0550) (2017) Self-regulation of learning activities of students with mental retardation Other thesis, Інститут спеціальної педагогіки.
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Abstract
A Dissertation in Psychology (19.00.08 – Special Psychology) submitted for the Degree of Doctor of Science. The Institute of Special Education of the National Academy of Educational Sciences of Ukraine, Kyiv, 2017. The thesis is devoted to the problem of improving the educational activity of students with mental retardation by identifying the scientific principles of diagnosis and correction for self-regulation as one of the important components of the regulation mechanism. We have carried out a systematic description of this phenomenon by studying of basic methodological knowledge levels and creating a conceptual research model based on functional level, systematic and holistic approaches, which were implemented in an integrated method of diagnosis and psycho-correction of selfregulation. The thesis contains the results of a comparative research with disclosure of dynamic, structural and functional features of formation of self-regulated learning activities of students with mental retardation from primary school to teenagers. The study includes cognitive processes, psychological mechanisms and their manifestations in educational activities considering the ontogeny of motivation, self-control, selfesteem and reflection. Theoretical analysis of the study provided an opportunity to create a structural and functional model of self-regulation, to determine the methods, techniques and means of formation of self-regulation of students with mental retardation. Based on the comparison of motivational, operational, reflective, evaluative components and relationships between them account we determined a typology of self-learning activities of students with mental retardation. The comparison of the results of self-educational activity of students with mental retardation and their peers with regulatory developments revealed lower quantitative and qualitative indicators of the ability to self-regulation of students with mental retardation, which directly impact on their learning activities. The disadvantages of self-regulation are caused by imperfection in the motivational, operational, reflexive and evaluative links: underdevelopment of learning motivation, inability to analyze and plan the progress of the work, supervise the preparation of the intermediate and final results, the deviations in the manifestations of strong-willed regulation, low partially differentiated self-esteem, low criticality, stereotypical responses, low level of reflection. We have found the specific peculiarities of motivational, operational, reflective and evaluative components of self-regulation, which are the basis for the development of a model of psychocorrectional program of its formation. The main tool for ensuring the content of psycho-correction system is a method of forming self-learning activities focused on the development of the following key substructures: a) learning motivation (development of skills to subordinate own activity to aims and objectives of a teacher in the process of setting goals, planning system of actions to achieve the goal); b) self-control (the ability to analyze and plan the progress of the work, supervise the preparation of the intermediate and final results) c) selfassessment (monitoring and evaluation of their own work); g) reflection (the ability to analyze rules, assumptions, situation, etc., that affect the implementation of activities, and "try on" them for their own activities); e) self-correction (development of skills adjust, transform and improve own activity). We tested a system of psychocorrectional influence on the formation of self-regulation and proved the effectiveness of the correction on the basis of the experimental procedure.
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