LIFE ATTITUDES OF STUDENTS WITH DISABILITIES AND STUDENTS WITH PRESERVED HEALTH

DOI: 10.36871/hon.202102021

Authors

V. S. Sobkin
Psychological Institute of the Russian Academy of Education, Moscow, Russian Federation
T. A. Lykova
Psychological Institute of the Russian Academy of Education, Moscow, Russian Federation. Institute of Foreign Languages of the Peoples' Friendship University of Russia, Moscow, Russian Federation
A. V. Sobkina
Performing Arts School of Oleg Tabakov, Moscow, Russian Federation

Abstract

The article considers three components that characterize socio-psychological features of the students' life position: emotional assessment of the success of their life prospects, specifics of life plans and nature of value orientations. Taken together, these components allow to determine the social well-being of students, depending on their health state and the type of professional education they receive. The article is based on the results of the questionnaire survey conducted among RGSAI students. The study involved XNUMX participants, of whom XNUMX were those with preserved health and XNUMX — with disabilities. The survey was conducted in all courses (first to sixth) and faculties (theater, music, fine arts). The materials obtained are analyzed in relation to the influence of gender and age factors. Special attention is paid to the comparison of the life attitudes of students with preserved health and students with disabilities studying at different faculties. Significant differences were found between students with preserved health and students with disabilities in their assessment of the success of their life prospects, the certainty of plans for their future and value preferences. Using factor analysis, the structural correlations between various components of the life attitude were identified, and its content features depending on the health status of the respondents and the nature of the profession obtained were characterized.

Keywords

life attitude, social well-being, emotional assessment of life success, value orientations, inclusive education, students with disabilities, factor analysis