@conference{
author = "Vučinić, Vesna and Stanimirović, Dragana and Anđelković, Marija and Filajdić, Milica",
year = "2019",
abstract = "Samoregulacija predstavlja sposobnost upravljanja ponašanjem u procesu
ostvarivanja ciljeva u okolnostima koje se vremenom menjaju. Imajući u vidu da
prilagođavanje na uslove realizacije cilja zavisi od prethodnog iskustva, samoregulacija
je cikličan proces koji bitno određuje karakteristike emocionalnog razvoja.
Cilj istraživanja je utvrđivanje odnosa između veština samoregulacije i zadovoljstva
akademskom podrškom kod studenata sa invaliditetom. Uzorkom su
obuhvaćena 84 studenta sa invaliditetom (oštećenjem vida, oštećenjem sluha,
motoričkim poremećajem, hroničnim oboljenjem i specifičnim teškoćama učenja).
U istraživanju je korišćen Upitnik zadovoljstva studenata sa invaliditetom
akademskom podrškom i Upitnik za procenu samoregulacije. U obradi dobijenih
podataka korišćena je deskriptivna statistika i analiza varijanse. Praćenjem
postignuća na subskalama Upitnika za procenu samoregulacije zaključeno je da
studentima sa invaliditetom najveći problem predstavlja planiranje (AS = 27,98;
Min = 19; Max = 37), a najmanje teškoća se javlja kod procene sprovođenja
plana (AS = 32,69; Min = 19; Max = 42). Studenti koji pozitivnije procenjuju veštine
samoregulacije zadovoljniji su akademskom podrškom na univerzitetu (p =
0,008). Posmatrano po domenima, studenti koji se suočavaju sa manje teškoća
u veštinama traženja opcija (p = 0,005), aktivnostima planiranja (p = 0,035) i
implementacije plana (p = 0,023) pozitivnije procenjuju kvalitet akademske podrške
dobijene na univerzitetu. Sistematizacija podataka o odnosu između veština
samoregulacije i zadovoljstva akademskom podrškom može da doprinese
unapređenju položaja studenata sa invaliditetom na univerzitetu. Kako im najveći
problem predstavlja planiranje, a najmanji sprovođenje plana, moglo bi se
zaključiti da im manjak planova i olakšava njihovu realizaciju., Self-regulation is the ability to manage behavior in the process of achieving goals in
circumstances that change over time. The adaptation to the conditions of realizing a goal
depends on previous experience; hence self-regulation is a cyclical process which significantly
determines the characteristics of emotional development. The aim of this research was to
determine the relationship between self-regulation skills and satisfaction with academic
support in students with disability. The sample included 84 students with disability (visual
impairment, hearing impairment, motor disorder, chronic illness and specific learning
disability). The Questionnaire on students with disability satisfaction with academic support
and the Questionnaire for assessing self-regulation were used in this research. Descriptive
statistics and Variance analysis were used in the analysis of the obtained data. By monitoring
the achievements on the questionnaire for assessing self-regulation subscales, it was
determined that planning represented the biggest problem for students with disability (M =
27.98; Min = 19; Маx = 37), while they had the least problems with the assessment of plan
implementation (M = 32.69; Min = 19; Маx = 42). Students who assessed self-regulation skills
more positively were more satisfied with academic support at the University in Serbia (р =
0.008). With regard to specific domains, students who faced fewer difficulties in looking for
options (р = 0.005), planning (p = 0.035), and plan implementation (p = 0.023) assessed the
quality of academic support at the University more positively. Systematization of data on the
relation between self-regulation skills and satisfaction with academic support can contribute
to the improvement of the position of students with disabilities at university. With planning
being their biggest, and plan implementation their least problem, it can be concluded that
the lack of plans makes their implementation easier.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.",
title = "Samoregulacija i zadovoljstvo akademskom podrškom kod studenata sa invaliditetom, Self-regulation and satisfaction with academic support in Students with disability",
pages = "85-79",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4093"
}
