Prokhorenko L. Self-regulation of learning activities of students with mental retardation

The thesis is devoted to the problem of improving the educational activity of students with mental retardation by identifying the scientific principles of diagnosis and correction for self-regulation as one of the important components of the regulation mechanism. We have carried out a systematic description of this phenomenon by studying of basic methodological knowledge levels and creating a conceptual research model based on functional level, systematic and holistic approaches, which were implemented in an integrated method of diagnosis and psycho-correction of self-regulation. The comparison of the results of self-educational activity of students with mental retardation and their peers with regulatory developments revealed lower quantitative and qualitative indicators of the ability to self-regulation of students with mental retardation, which directly impact on their learning activities. The disadvantages of self-regulation are caused by imperfection in the motivational, operational, reflexive and evaluative links: underdevelopment of learning motivation, inability to analyze and plan the progress of the work, supervise the preparation of the intermediate and final results, the deviations in the manifestations of strong-willed regulation, low partially differentiated self-esteem, low criticality, stereotypical responses, low level of reflection. We have found the specific peculiarities of motivational, operational, reflective and evaluative components of self-regulation, which are the basis for the development of a model of psychocorrectional program of its formation. The main tool for ensuring the content of psycho-correction system is a method of forming self-learning activities focused on the development of the following key substructures: a) learning motivation (development of skills to subordinate own activity to aims and objectives of a teacher in the process of setting goals, planning system of actions to achieve the goal); b) self-control (the ability to analyze and plan the progress of the work, supervise the preparation of the intermediate and final results) c) self-assessment (monitoring and evaluation of their own work); g) reflection (the ability to analyze rules, assumptions, situation, etc., that affect the implementation of activities, and "try on" them for their own activities); e) self-correction (development of skills adjust, transform and improve own activity). We tested a system of psychocorrectional influence on the formation of self-regulation and proved the effectiveness of the correction on the basis of the experimental procedure.