Описано та запропоновано шляхи визначення рівня шкільної дезадаптації. Визначено супутні психологічні чинники: рівні шкільної мотивації та адаптації, ситуативної й особистісної тривожності, показники та форми агресії, самооцінки депресії. Аналізуються отримані експериментальні дані про схильність до дезадаптації, а також досліджено зазначені психологічні чинники, які впливають на формування дезадаптації дітей молодшого шкільного віку.
Quantitative and qualitative analysis of mental states and personality characteristics of elementary school children with disadaptation shall be conducted to study their school disadaptation, organization of comprehensive psychological and pedagogical assistance to school children, teachers and parents. Existing research methods are mainly based on self-estimation methodologies. Authors determine the level of school disadaptation through the study of accompanying psychological factors: levels of school motivation and adaptation, situational and personal anxiety, diagnosis of indicators and forms of aggression, self- estimation of depression. Experimental data on addiction to disadaptation was obtained, additionally, the psychological factors, which influence on disadaptation formation of elementary school children,& were examined. The majority of examined children were found to have a low level of reactive anxiety and a high level of personal anxiety.
The indicators of various forms of aggressive behavior have been revealed, the majority of school children wer&e diagnosed with the high indicators of physical aggression, indirect aggression and irritation. The study also revealed the high level of readiness of elementary school children to express negative feelings (anger, rudeness), indicators of offense (&high level of envy and hate) in case even the smallest external psychophysical irritations occurred. During the study of disadaptation of schoolchildren, they were observed to have mistrust and apprehension towards those around them with the possibil&ity of emergent expectation of threat. These children express a high degree of negativism towards others through their conduct, manner of communication (verbal aggression). The most significant factor for most children with disadaptation was found to& be persistent beliefs that they are "bad people", they commit negative acts and evil to others, and all of these are the reasons, why they have remorse of consciousness and feel guilty.
Описываются и предлагаются пути установления уровня школьной д&езадаптации. Определены сопутствующие факторы: уровни школьной мотивации и адаптации, ситуативной и личностной тревожности, показатели и формы агрессии, самооценки депрессии. Анализируются полученные экспериментальные данные о склонности к дезадаптац&ии, а также изучены указанные факторы, влияющие на формирование дезадаптации детей младшего школьного возраста.
