The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities
Odnos veštine samoregulacije i školskog uspeha kod učenika sa lakom i umerenom intelektualnom ometenošću
Abstract
Students with intellectual disabilities (ID) have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS) was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with... ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants.
Učenici sa intelektualnom 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 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). 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 samo...regulacije samo kod ispitanika sa umerenom IO. Devojčice su imale bolja postignuća od dečaka.
Keywords:
intellectual disability / self-regulation / academic success / level of intellectual development / sex / intelektualna ometenost / samoregulacija / školski uspeh / nivo intelektualnog razvoja / polSource:
Specijalna edukacija i rehabilitacija, 2016, 15, 1, 23-42Publisher:
- Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
Funding / projects:
- Evaluation of treatment of acquired speech and language disorders (RS-179068)
- Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-179025)
Institution/Community
rFASPERTY - JOUR AU - Kaljača, Svetlana AU - Dučić, Bojan PY - 2016 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1021 AB - Students with intellectual disabilities (ID) have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS) was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants. AB - Učenici sa intelektualnom 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 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). 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. PB - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd T2 - Specijalna edukacija i rehabilitacija T1 - The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities T1 - Odnos veštine samoregulacije i školskog uspeha kod učenika sa lakom i umerenom intelektualnom ometenošću EP - 42 IS - 1 SP - 23 VL - 15 DO - 10.5937/specedreh15-9530 ER -
@article{ author = "Kaljača, Svetlana and Dučić, Bojan", year = "2016", abstract = "Students with intellectual disabilities (ID) have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS) was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants., Učenici sa intelektualnom 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 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). 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.", publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd", journal = "Specijalna edukacija i rehabilitacija", title = "The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities, Odnos veštine samoregulacije i školskog uspeha kod učenika sa lakom i umerenom intelektualnom ometenošću", pages = "42-23", number = "1", volume = "15", doi = "10.5937/specedreh15-9530" }
Kaljača, S.,& Dučić, B.. (2016). The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities. in Specijalna edukacija i rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 15(1), 23-42. https://doi.org/10.5937/specedreh15-9530
Kaljača S, Dučić B. The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities. in Specijalna edukacija i rehabilitacija. 2016;15(1):23-42. doi:10.5937/specedreh15-9530 .
Kaljača, Svetlana, Dučić, Bojan, "The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities" in Specijalna edukacija i rehabilitacija, 15, no. 1 (2016):23-42, https://doi.org/10.5937/specedreh15-9530 . .