Psychophysiological status of students with disabilities at university settings

Makarova E.; Maxim M.; Dubatovkin V.

doi:10.14529/jpps260104

E. V. Makarova 1) Moscow Polytechnic University (38 B. Semenovskaya St., Moscow, 107023, Russia); 2) Melitopol State University (18 Bogdan Khmelnitsky Ave., 272312, Zaporozhye region, Melitopol, Russia) https://orcid.org/0000-0003-3133-7581 baiguzhinpa@susu.ru
M. V. Maxim Melitopol State University (18 Bogdan Khmelnitsky Ave., Melitopol, 272312, Zaporizhia region, Russia) https://orcid.org/0000-0003-2868-5825 kupreenko78@internet.ru
V. I. Dubatovkin National Research University “Moscow Power Engineering Institute” (14 Krasnokazarmennaya str., building 1, Moscow, 111250, Russia) https://orcid.org/0000-0003-4617-2660 vladislav180570@rambler.ru

DOI: https://doi.org/10.14529/jpps260104

Keywords: student with disabilities, psychology, mental processes, psychophysiological indicators, adaptation, rehabilitation

Abstract

Introduction. The integration of students with disabilities into the educational environment, into the student group, and into the broader social system is accompanied by intensive activity of both executive and regulatory biological systems, along with the activation of psychological defense mechanisms. Such psychological defense becomes a non-constructive adaptive strategy, leading to various forms of sociopsychological maladaptation. Aims. This paper aims to identify psychophysiological problems in students with disabilities for their further adaptation to university settings. Materials and methods. The following methods were used in this study: analysis and synthesis of data from scientific, methodological, and specialized literature; sociological methods (the “Well-Being, Activity, Mood” (WAM) questionnaire, the “SF-36 Health Status Survey”, questionnaire surveys, analysis of medical statistics, and analysis of regulatory documents); and psychophysiological methods (the “Spielberger–Khanin State-Trait Anxiety Inventory”, testing of psychophysiological qualities, and the “Minnesota Multiphasic Personality Inventory” (MMPI)). The study involved 40 university students with various disabilities from Moscow Polytechnic University, Melitopol State University, and Moscow Power Engineering University. Results. Parameters indicative of the students’ level of social interaction were examined. Psychological testing revealed elevated scores on the hysteria, psychasthenia, and hypomania scales in students with disabilities resulting from cerebral palsy. Students with hearing impairments showed elevated scores on the depression and psychasthenia scales. Features of personality development were identified in students with various disabilities (hearing and visual impairments, musculoskeletal disorders, and chronic somatic conditions) compared to conditionally healthy students. A psychological test was administered to assess motivation for success, which is characterized by the predominance of either striving for success or avoiding failure. Conclusion. These findings indicate the need for professional psychological support for students with disabilities within the broader system of rehabilitation measures. When developing individual rehabilitation programs, the features of each student’s psychophysiological development and personal characteristics should be taken into account.

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Author Biographies

E. V. Makarova , 1) Moscow Polytechnic University (38 B. Semenovskaya St., Moscow, 107023, Russia); 2) Melitopol State University (18 Bogdan Khmelnitsky Ave., 272312, Zaporozhye region, Melitopol, Russia)

Professor, Doctor of Pedagogical Sciences, Associate Professor

M. V. Maxim , Melitopol State University (18 Bogdan Khmelnitsky Ave., Melitopol, 272312, Zaporizhia region, Russia)

Senior Lecturer

V. I. Dubatovkin , National Research University “Moscow Power Engineering Institute” (14 Krasnokazarmennaya str., building 1, Moscow, 111250, Russia)

Senior Lecturer

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