Motivational profiles and psychological well‑being of students in an inclusive distance language environment

Background. The modern educational paradigm is characterized by the active implementation of distance learning technologies and inclusive education principles. In this context, ensuring effective learning for students with special educational needs, particularly those with sensory impairments, in an inclusive online environment is particularly relevant. The specifics of their motivation for learning and level of psychological well-being, as well as the interrelationships between these factors, remain insufficiently studied. This is critical for developing adequate pedagogical strategies. Studying these aspects in the context of foreign language learning, which requires a high degree of engagement and cognitive effort, will help identify key determinants of success and adaptation in students with diverse learning needs.

Purpose. The purpose of this study was to identify and compare the characteristics of motivational profiles and levels of psychological well-being in students with typical development, hearing impairments, and visual impairments, studying foreign languages in an inclusive online environment.

Materials and methods. The study involved 60 students from the inclusive online school MySchool, divided into three equal groups of 20 students each: students with typical development, students with hearing impairments, and students with visual impairments. Academic motivation was assessed using the Academic Motivation Scale (Deci & Ryan, 1985, adapted by E.L. Dubovitskaya), which includes subscales of intrinsic motivation, extrinsic motivation (identification, introjection, external regulation), and amotivation. Psychological well-being was measured using K. Ryff's Psychological Well-Being Scales, which encompass six aspects: autonomy, competence, personal growth, positive relationships with others, purpose in life, and self-acceptance. Statistical data processing was performed using comparative and correlational analysis.

Results. The study results demonstrate statistically significant differences in motivational profiles and levels of psychological well-being between the study groups. Students with typical development are characterized by a predominance of intrinsic motivation for learning and high scores on all psychological well-being scales. Students with hearing impairments are characterized by maladaptive motivation and moderately low well-being, although for them, almost all types of motivation are positively correlated with well-being. Students with visual impairments have the lowest levels of psychological well-being, and, importantly, no significant correlations were found between motivation and well-being, which may indicate the prevalence of other, non-motivational factors influencing their mental state.

Conclusion. The identified differences highlight the need for a differentiated approach to organizing the educational process and providing psychological and pedagogical support. The findings highlight the importance of developing and implementing adapted pedagogical strategies aimed at increasing intrinsic motivation, fostering a sense of competence and autonomy, and improving the overall psychological well-being of students with sensory impairments in the context of distance learning foreign languages. This includes the use of multimodal teaching methods, personalised learning pathways and enhanced psychosocial support.