Cite this article as:

Коновалова М. Д. Peculiarities of Students’ Self-Actualization of Personality in the Process of Inclusive Vocational Education. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 3, pp. 220-?. DOI: https://doi.org/10.18500/2304-9790-2018-7-3-220-227


Peculiarities of Students’ Self-Actualization of Personality in the Process of Inclusive Vocational Education

Abstract: 

The paper presents the phenomenon of self-actualization in foreign and domestic humanistic psychology. Specificity of self-actualization of an individual in the sphere of professional development is determined. The approaches to the problem of self-actualization of personality in psychology from the point of the compensation theory by L. S. Vygotsky are outlined. The necessity of investigating the phenomenon of self-actualization of personality in the conditions of limitation of vital activity is shown. The aim of the research presented in the article is to find the peculiarities of self-actualization of conditionally healthy students and students with disabilities while receiving professional education in the context of inclusion, as well as the relationship of the components of self-actualization with the satisfaction with educational activities. We assume that there are qualitative and quantitative differences in the structure and level of self-actualization, as well as in the socio-psychological determination of satisfaction with training of students with disabilities. The empirical study was made on a sample of the 1st, 2nd and 3rd year conditionally healthy students (n = 25) and students with disabilities (SWD) (n = 25) 2 using the methodology “Self-actualization test (SAT) by E. Shostrom” (adapted by Yu. E. Aleshina, L. Ya. Gozman, M. Zagik and M. V. Kroz) and the questionnaire of satisfaction with educational activity by L. V. Mishchenko. Differences in the level of self-actualization of an individual were established according to the basic scales of competence in time and support of the selfactualization test (SAT). It is proved that students with disabilities have lower average self-actualization rates in the period of vocational training than their conditionally healthy peers. Positive correlation links were revealed between the indicators of additional scales of contact and creativity and the satisfaction with learning activity in students with disabilities. The applied aspect of the investigated problem can be realized in the organization of psychological and pedagogical support of inclusive education, the design of psychologically grounded recommendations for optimizing the processes of personal and professional development.

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