ODNOS VEŠTINE SAMOREGULACIJE I ŠKOLSKOG USPEHA KOD UČENIKA SA LAKOM I UMERENOM INTELEKTUALNOM OMETENOŠĆU
Sažetak
Učenici sa intelektulanom ometenošću (IO) imaju značajne teškoće u adaptaciji na zahteve školske sredine. Smatra se da su osnovni faktori rizika: kognitivni deficit, nedovoljan razvoj adaptivnih veština, niži nivo samoregulacije u ponašanju i socijalna i funkcionalna nekompetentnost.
Cilj ovog istraživanja je utvrđivanje odnosa između veštine samoregulacije, nivoa intelektualnog funkcionisanja, akademskog uspeha (prosečna ocena na kraju školske godine) i pola kod učenika sa lakom i umerenom IO.
Uzorak je obuhvatio 131 učenika sa lakom i umerenom IO, oba pola, kalendarskog uzrasta od 8 do 24 godine.
Za utvrđivanje nivoa razvijenosti veština samoregulacije korišćena je Skala za procenu samokontrole (Self-Control Rating Scale, SCRS, Kendall & Wilcox 1979). Akademsko postignuće učenika je izraženo prosečnom ocenom na kraju školske godine.
Utvrđeno je da postoji značajna povezanost između nivoa usvojenosti veštine samoregulacije učenika sa IO i nivoa njihovog intelektualnog razvoja, kao i opšteg akademskog uspeha. Pol je značajno uticao na kvalitet samoregulacije samo kod ispitanika sa umerenom IO. Devojčice su imale bolja postignuća od dečaka. Između dečaka i devojčica sa lakom IO, kao i na uzorku u celini, nije bilo značajnih razlika u razvijenostikapaciteta samoregulacije.
Ključne reči: intelektualna ometenost, samoregulacija, školski uspeh, nivo intelektualnog razvoja, pol
Reference
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