The distinctive features of personal well-being of the students with disabilities
AbstractThe theoretical basis of empirical research of indicators of psychological well-being as predictors of subjective well-being of the students with disabilities is the analysis of hedonistic and eudemonistic approaches to the definition of the concept of “psychological well-being” and its structural components. The structural components of psychological well-being in the framework of paradigm of hedonism are: emotional component as an emotional reflection of satisfaction of needs and cognitive component as a subjective display of satisfaction with life. The pattern of psychological well-being by C. Ryff in the context of the eudemonistic paradigm reflects six main positive features, or the individual recourses – positive relations with others, personal growth, life goals, environmental management, self-acceptance and autonomy, which form its potential and provide the realization of its potential in different fields of life. The successful realization of the personal potential is revealed through the feeling of happiness, satisfaction with life and oneself. Despite the intensification of the interest to the positive functioning of the person, this problem isn’t elaborated enough, especially concerning the people with disabilities. Although the there is an evident connection of well-being with physical health, functional conditions and the status, it is not developed enough in the researches. There is a lack of native researches of psychological well-being of the people with disabilities. The aim of the work is to analyze the indices of personal psychological well-being as the predictors of emotional and cognitive components of subjective well-being. As a result of the empirical study, universal and specific components of the psychological well-being of the individual were established, which conform to the feeling of well-being at the subjective level of the students with disabilities. It is determined that such components of psychological well-being as self-perception and life goals are universal, they do not depend on disability and determine the most the feeling of well-being of the students with disabilities and relatively healthy students. The autonomy as a constituent of psychological well-being of the students with disabilities has a specific character, the core of which is that the decline of autonomy is accompanied by an increase in the level of subjective well-being.
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