Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence
The article is devoted to the problem of studying mechanisms of responding to danger and recognizing emotional states of participants in dangerous situations in the process of regulating safe behavior in students of adolescent and youthful age with intact and impaired intelligence. It was assumed th...
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| Format: | Article |
| Language: | English |
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Moscow State University of Psychology and Education
2021-05-01
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| Series: | Психолого-педагогические исследования |
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| Online Access: | https://psyjournals.ru/en/psyedu_ej/2021/n1/Fatihova_Saifutdiyarova.shtml |
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| author | Fatikhova L.F. Sayfutdiyarova E.F. |
| author_facet | Fatikhova L.F. Sayfutdiyarova E.F. |
| author_sort | Fatikhova L.F. |
| collection | DOAJ |
| description | The article is devoted to the problem of studying mechanisms of responding to danger and recognizing emotional states of participants in dangerous situations in the process of regulating safe behavior in students of adolescent and youthful age with intact and impaired intelligence. It was assumed that there are differences in the emotional component structure of psychological safety among students, due to age-related characteristics (adolescence and youth) and the presence (absence) of intellectual disabilities in these students. The study involved students of adolescent and youthful age with intact and impaired intelligence. To achieve the goal of the study, the authors used a questionnaire test by V.G. Maralov to identify types of attitude towards danger, the methodology “Emotional attitude of adolescents to dangerous situations”, and the methodology “Adolescents in dangerous situations”, designed to study the ability to recognize emotional states of people in dangerous situations. Through correlation analysis, the authors revealed the relationships between the elements of the emotional component in the students' perception of a dangerous situation, namely, between the parameters of emotional attitude to dangerous situations, and the ability to recognize the emotional states of participants in dangerous situation. Such relationships are more represented in adolescents with impaired intelligence than in their peers without intellectual disabilities. The results of the study allow us to state the differences in the mechanisms of formation of psychological safety in students of adolescent and youthful age with impaired and intact intelligence. The data obtained can be used in the development of programs for formation of psychological mechanisms that allow students to avoid dangerous situations. |
| format | Article |
| id | doaj-art-9c0efedc2a194fd39ad3878a2051eaf4 |
| institution | Kabale University |
| issn | 2587-6139 |
| language | English |
| publishDate | 2021-05-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психолого-педагогические исследования |
| spelling | doaj-art-9c0efedc2a194fd39ad3878a2051eaf42025-08-20T03:37:03ZengMoscow State University of Psychology and EducationПсихолого-педагогические исследования2587-61392021-05-01131203910.17759/psyedu.2021130102Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired IntelligenceFatikhova L.F.0https://orcid.org/0000-0002-7745-2457Sayfutdiyarova E.F.1https://orcid.org/0000-0002-3821-5045Federal State Budgetary Educational Institution of Higher Education «Bashkir State Pedagogical University n. a. M. Akmulla», Ufa, RussiaFederal State Budgetary Educational Institution of Higher Education «Bashkir State Pedagogical University n. a. M. Akmulla», RussiaThe article is devoted to the problem of studying mechanisms of responding to danger and recognizing emotional states of participants in dangerous situations in the process of regulating safe behavior in students of adolescent and youthful age with intact and impaired intelligence. It was assumed that there are differences in the emotional component structure of psychological safety among students, due to age-related characteristics (adolescence and youth) and the presence (absence) of intellectual disabilities in these students. The study involved students of adolescent and youthful age with intact and impaired intelligence. To achieve the goal of the study, the authors used a questionnaire test by V.G. Maralov to identify types of attitude towards danger, the methodology “Emotional attitude of adolescents to dangerous situations”, and the methodology “Adolescents in dangerous situations”, designed to study the ability to recognize emotional states of people in dangerous situations. Through correlation analysis, the authors revealed the relationships between the elements of the emotional component in the students' perception of a dangerous situation, namely, between the parameters of emotional attitude to dangerous situations, and the ability to recognize the emotional states of participants in dangerous situation. Such relationships are more represented in adolescents with impaired intelligence than in their peers without intellectual disabilities. The results of the study allow us to state the differences in the mechanisms of formation of psychological safety in students of adolescent and youthful age with impaired and intact intelligence. The data obtained can be used in the development of programs for formation of psychological mechanisms that allow students to avoid dangerous situations.https://psyjournals.ru/en/psyedu_ej/2021/n1/Fatihova_Saifutdiyarova.shtmlregulation of safe behaviordangerous situationsstudents of adolescent agestudents of youthful agestudents with impaired intelligencestudents with intact intelligenceperception of a dangerous situationemotional attitude to dangerous situations |
| spellingShingle | Fatikhova L.F. Sayfutdiyarova E.F. Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence Психолого-педагогические исследования regulation of safe behavior dangerous situations students of adolescent age students of youthful age students with impaired intelligence students with intact intelligence perception of a dangerous situation emotional attitude to dangerous situations |
| title | Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence |
| title_full | Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence |
| title_fullStr | Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence |
| title_full_unstemmed | Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence |
| title_short | Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence |
| title_sort | differences in the structure of the emotional component of safe behavior regulation in students with intact and impaired intelligence |
| topic | regulation of safe behavior dangerous situations students of adolescent age students of youthful age students with impaired intelligence students with intact intelligence perception of a dangerous situation emotional attitude to dangerous situations |
| url | https://psyjournals.ru/en/psyedu_ej/2021/n1/Fatihova_Saifutdiyarova.shtml |
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