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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, samo regulacija je cikličan proces koji bitno određuje karakteristike emocionalnog ra zvoja. Cilj istraživanja je utvrđivanje odnosa između veština samoregulacije i za dovoljstva akademskom podrškom kod studenata sa invaliditetom. Uzorkom su obuhvaćena 84 studenta sa invaliditetom (oštećenjem vida, oštećenjem sluha, motoričkim poremećajem, hroničnim oboljenjem i specifičnim teškoćama uče nja). U istraživanju je korišćen Upitnik zadovoljstva studenata sa invaliditetom akademskom podrškom i Upitnik za procenu samoregulacije. U obradi dobije nih 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 ve štine 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 po drške dobijene na univerzitetu. Sistematizacija podataka o odnosu između ve ština samoregulacije i zadovoljstva akademskom podrškom može da doprinese unapređenju položaja studenata sa invaliditetom na univerzitetu. Kako im naj veći problem predstavlja planiranje, a najmanji sprovođenje plana, moglo bi se zaključiti da im manjak planova i olakšava njihovu realizacij 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 |
