Science for Education Today, 2021, vol. 11, no. 4, pp. 91–111
© Chereneva E., Sokhadze E. M., Stoyanova I. Y., 2021
UDC: 
159.922.7

Evaluating the effectiveness of psychological assistance to primary schoolchildren with cognitive health disorders aimed at developing their self-regulation skills

Chereneva E. 1 (Krasnoyarsk, Russian Federation), Sokhadze E. M. 2 (Greenville, South Carolina, United States of America), Stoyanova I. Y. 3 (Tomsk, Russian Federation)
1 V.P. Astafiev Krasnoyarsk State Pedagogical University
2 University of South Carolina School of Medicine Greenville
3 Scientific Research Institute of Mental Health, Federal State Budgetary Institution Tomsk National Research Medical Center of the Russian Academy of Sciences; National Research Tomsk State University
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Abstract: 

Introduction. The authors investigate the problem of developing self-regulation skills in primary schoolchildren with cognitive impairments within the education system. The purpose of the article is to evaluate the effectiveness of implementing the program of psychological support aimed at developing self-regulation as a way of enhancing adaptive strategies of behavior and components of self-regulation.
Materials and Methods. The study employs a formative psychological and educational experiment (the action research). The collected empirical data were analyzed and summarized. The sample consisted of 456 students, aged between 8 to 11 years, who were divided into three groups: NID (normal intellectual development), ID (intellectual disability), and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, the method of correlation pleiades.
Results. The research findings have shown that program of psychological support aimed at formation of self-regulation developed and implemented by the authors has proven to be effective. It contributes to successful formation of self-regulation in children with cognitive impairment. The program is a socio-psychological resource for improving cognitive health in primary schoolchildren.
Conclusions. The article concludes that the implementation of the program of psychological support has led to a significant increase in the indicators of self-regulation components in the subjects. The obtained data can be used by educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

Keywords: 

Self-regulation; Primary schoolchildren; Cognitive deficits; Cognitive health disorders; Psychological assistance.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:46513827

For citation:
Chereneva E., Sokhadze E. M., Stoyanova I. Y. Evaluating the effectiveness of psychological assistance to primary schoolchildren with cognitive health disorders aimed at developing their self-regulation skills. Science for Education Today, 2021, vol. 11, no. 4, pp. 91–111. DOI: http://dx.doi.org/10.15293/2658-6762.2104.05
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Date of the publication 31.08.2021