2313-8971Научный результат. Педагогика и психология образования2313-897110.18413/2313-8971-2024-10-3-0-83519ПСИХОЛОГИЯ<strong>Hierarchy of value orientations and locus of control for students with disabilities</strong><br /> &nbsp;<strong>Hierarchy of value orientations and locus of control for students with disabilities</strong><br /> &nbsp;RyumshinaLiubov IvanovnaRyumshinaLiubov Ivanovnaryumshina@sfedu.ruBerdyanskayaYuliya VladimirovnaBerdyanskayaYuliya Vladimirovnayber@sfedu.ruSouthern Federal University202410300

Introduction. Inclusive higher education is based on the principle of humanity and addresses the personal values of students. The purpose of the research is to examine the hierarchy of values and locus of control for students with disabilities. Materials and methods. Sample: 93 students aged 17 to 28. Methods: Rokeach Value Survey and the Level of Subjective Control questionnaire. Statistical processing methods: Mann-Whitney U test, mean values ranking procedure, binomial distribution procedure. Results. Students with disabilities attach high importance to both interpersonal relationships and independence. Students with disabilities more often have an external locus of control, particularly in the spheres of health, failure, family and, above all, industrial relations, but there is a small group of respondents with an internal locus of control. Respondents attributed their achievements and interpersonal relationships to both themselves and external factors. Respondents with an internal locus of control place higher values on a financial security and entertainment, while respondents with an external locus of control place higher values of mature love and a happy family life. Conclusions. Students with disabilities have different values and types of locus of control. Comparative analysis revealed differences between students with congenital and acquired disabilities, as well as students with internal and external locus of control. The research expands the perception of students with disabilities. This will allow you to get closer to solving the urgent problems of their adaptation and interaction with teachers and students. The research is of interest to psychologists and educators.

Introduction. Inclusive higher education is based on the principle of humanity and addresses the personal values of students. The purpose of the research is to examine the hierarchy of values and locus of control for students with disabilities. Materials and methods. Sample: 93 students aged 17 to 28. Methods: Rokeach Value Survey and the Level of Subjective Control questionnaire. Statistical processing methods: Mann-Whitney U test, mean values ranking procedure, binomial distribution procedure. Results. Students with disabilities attach high importance to both interpersonal relationships and independence. Students with disabilities more often have an external locus of control, particularly in the spheres of health, failure, family and, above all, industrial relations, but there is a small group of respondents with an internal locus of control. Respondents attributed their achievements and interpersonal relationships to both themselves and external factors. Respondents with an internal locus of control place higher values on a financial security and entertainment, while respondents with an external locus of control place higher values of mature love and a happy family life. Conclusions. Students with disabilities have different values and types of locus of control. Comparative analysis revealed differences between students with congenital and acquired disabilities, as well as students with internal and external locus of control. The research expands the perception of students with disabilities. This will allow you to get closer to solving the urgent problems of their adaptation and interaction with teachers and students. The research is of interest to psychologists and educators.

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