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Personal Resources Data in Inclusive and Ordinary Education

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posted on 2021-08-01, 15:01 authored by Nataly RadchikovaNataly Radchikova, Maria OdintsovaMaria Odintsova
Data on personal resources (personal self-activation; well-being, activity, mood; personality dynamism; self-control and hardiness) for three groups of students of humanitarian specialties: 1) students with disabilities; 2) healthy students from inclusive education group; 3) healthy students from ordinary education group.


Research questions / Hypotheses

In the sphere of higher education, which is considered one of the most promising in promoting inclusive ideas, great attention is paid to students’ personal resources: self-control, self-esteem, self-efficacy, self-management, self-knowledge, self-support, self-regulation, and self-activation characterizing the person's internal arbitrary activity. It is these personal resources that mediate the students' subjective assessment of the external situation (the absence of barriers, the availability of different types of support), weaken the negative impact of disability, preserve the psychological balance and motivate them to overcome difficulties.

Participants / Sample description

Three groups of students of humanitarian specialties (37% male, average age = 26 years): students with disabilities (N = 41); healthy students from inclusive education group (N = 30); healthy students from ordinary education group (N = 47). The groups were equivalent in gender (2 = 0.52; p = 0.77) and age (F (2.115) = 1.17; p = 0.32).

Apparatus and materials

The following questionnaires were used: 1) Personal Self-Activation Inventory [Odintsova & Radchikova. The Development of Personal Self-activation Inventory. Psikhologicheskie Issledovaniya, 2018, no. 11(58), 12] 2) WAM Questionnaire (well-being, activity, mood) [Doskin et al. Test of differentiated self-assessment of the functional state. Quest. Psychol, 1973, no. 6, 141–145] 3) Self-control Scale [Gordeeva et al. Self-Control as a Personality Resource: Assessment and Associations with Performance, Persistence and Well-Being. Cultural-historical Psychology, 2016, no.12(2), 46-58] 4) Hardiness Test [Osin & Rasskazova. A short version of the Hardiness Test: psychometric characteristics and application in an organizational context. Moscow University Bulletin. Series 14. Psychology, 2013, no. 2, 147–165] 5) Personality dynamism questionnaire [Sapronov & Leontiev Personal dynamism and its diagnostics. Psychological diagnostics, 2007, no. 1, 66–84]

Data collection procedure

The study was carried out in small groups (2 to 10 people) and was anonymous.

Statistical methods

One-way ANOVA


Inclusive education is effective for students with disabilities and is a motivating factor for their healthy peers

Publication reference

Odintsova M.A. Radchikova N.P. Self-Activation as a Personal Resource in University Inclusive Educational Environment [Elektronnyi resurs]. Journal of Modern Foreign Psychology, 2018, vol. 7, no. 1, pp. 62—70. doi: 10.17759/jmfp.2018070107 (In Russ.; Abstr. in Engl.). Одинцова М.А., Радчикова Н.П. Самоактивация как личностный ресурс студентов в инклюзивной образовательной среде вуза [Электронный ресурс] // Современная зарубежная психология. 2018. Том 7. № 1. С. 62—70. doi:10.17759/jmfp.2018070107.


Nataly P. Radchikova, PhD in Psychology, Leading Researcher of Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Moscow State University of Psychology & Education, Moscow, Russia Maria A. Odintsova, PhD in Psychology, Professor, Chair of Psychology and Pedagogy of Distance Learning, Head of the Chair of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia