Fundamental assumptions as predictors of psychological hardiness of students with disabilities
Disability studies
Olga Kuprieieva
Taras Shevchenko National University of Kyiv, Ukraine
Tetiana Traverse
Taras Shevchenko National University of Kyiv, Ukraine
Liudmyla Serdiuk
Kostiuk Institute of Psychology, NAES of Ukraine, Kyiv, Ukraine
Olena Chykhantsova
Kostiuk Institute of Psychology, NAES of Ukraine, Kyiv, Ukraine
Oleksandr Shamych
Kyiv State University of Construction and Architecture, Kyiv, Ukraine
Published 2020-12-30
https://doi.org/10.21277/sw.v1i10.566
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Keywords

fundamental assumptions
psychological hardiness
self-acceptance
positive self-attitude
self-efficacy
personal autonomy
disabled students

How to Cite

Kuprieieva O., Traverse T., Serdiuk L., Chykhantsova O. and Shamych O. (2020) “Fundamental assumptions as predictors of psychological hardiness of students with disabilities”, Social Welfare : Interdisciplinary Approach, 10(1), pp. 96-105. doi: 10.21277/sw.v1i10.566.

Abstract

The article describes the psychological study determining the factors that support fundamental assumptions of students with disabilities. We have determined correlations between psychological hardiness of students with disabilities and their system of fundamental assumptions; beliefs in the benevolence of the surrounding world and people, in the meaningfulness of some events, in a chance to build successfully one’s own life and in one’s own luck have a significant influence on psychological hardiness. The predictors of psychological hardiness of students with disabilities are: positive interactions with the outside world; self-acceptance as a conscious acceptance of various aspects of one’s own personality; personal autonomy, which allows an individual to independently determine their own behaviour, assess adequately their capabilities and resist external influences.

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