Examination of Hypothesis about Mindfulness as a Factor of Successful Self-regulation for Disabled Students

Silantieva T.A.

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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

Published since 2012

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Clinical Psychology and Special Education
2014. Vol. 3, no. 4
ISSN: 2304-0394 (online)

Examination of Hypothesis about Mindfulness as a Factor of Successful Self-regulation for Disabled Students ¹³³⁵

Silantieva T.A.
Specialist of the City Institute for Integrative (inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: tanyasilantieva@ya.ru

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Online translation in english

The article discusses the phenomenon of completeness awareness (Mindfullness) as a resource state of mind in difficult situations, allowing you to monitor and control the status of the external and internal environment. An assumption about the role of the fullness of awareness in self-regulation of the functional state as components of control personal resources. The results of the study with the use of the questionnaire informed of the presence in the sample of students with disabilities, showing that sufficient personal resources self-regulation and social support is a predictor of conscious presence, allowing you to engage in the world.

Keywords: mindfulness, disabled students, self-regulation, social support

Column: Empirical research

For Reference

Silantieva T.A. Examination of Hypothesis about Mindfulness as a Factor of Successful Self-regulation for Disabled Students [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2014. Vol. 3, no. 4 (In Russ., аbstr. in Engl.)

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