ANXIETY AS A FACTOR OF THE MENTAL FUNCTIONS IMPLEMENTATION OF PERSONAL SELF-REGULATION OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

Abstract

The problem of personal self-regulation and its empirical solution determines of the interpretation of specificity of anxiety functioning and mental activity of adolescents with intellectual disabilities. It was found that the operation of activity algorithm transfer to mental plan of actions was unformed in this group of adolescents. Inability to transfer activity algorithm to adolescents’ own mental reality (introjection) and to resolve the task by using the integrated activity of mind, consciousness and self-consciousness (the projection of the internal plan of action through programming, modeling, prognostication, and, if it is necessary, correcting these actions) as the main indicators of adolescents’ personal self-regulation functioning.

Personal self-regulation defines as an ability of subject’s mental activity to transfer an algorithm of externally mediated activity to the inner mental reality and through the integration of mental activity, consciousness activity and self-consciousness activity for projecting, modeling, prognostication, and, if it’s necessary, to transfer to the external activities. Self-regulation as an internal process determines of anxiety functioning that provides the formation of the ability to their own personality self-regulation at the process of solving the difficult life situations. Anxiety as a stable condition and disquiet as a personal characteristic which represents the level of anxiety functioning as a quality component of adolescents’ ability to personal self-regulation.

Trends of adolescents’ activity functioning and directedness determines a low level of reflection development, which would allow adolescents to overcome their own quite complex states of their mind and conscious activity. This confirms that ability to transfer into mental activity of adolescents with intellectual disabilities is unformed. It was found that the perspective for further research is to identify the specific functioning of reflection as a mechanism of consciousness and self-consciousness formation, which provides the operation to mental activity transfer of adolescents with intellectual disabilities.