StatusThe thesis was presented on the 29 March, 2019
Approved by NCAA on the 9 July, 2019
Abstract– 0.58 Mb / in romanian
7.83 Mb /
Thesis structure: The thesis comprises an annotation, introduction, three chapters, general conclusions and recommendations, 293 bibliographic titles, 39 annexes, 150 pages of basic text, 30 figures, 35 tables; the results are published in 15 scientific papers.
Field of study: the psychology of learning for the primary cycle pupils.
The aim of the research consists in identifying psychic and personality peculiarities for the primary cycle pupils, who are diagnosed with difficulties in learning writing language skills (from now on DILSA), determining the psychological causes which generate this phenomenon and elaborating psychological strategies and techniques through which it would be possible to reduce the DLWL and respectively decrease the negative effects.
Research objectives: the analysis of the theoretical approaches to the DILS phenomenon; developing the methodology for diagnosis of pupils with DILSA; identifying differences between pupils with DILSA and those with DILST; revealing deficits in developing psychic processes and personality traits which generate DILSA; elaborating a new programme of special psychological intervention for pupils with DILSA; advancing recommendations.
Scientific novelty and originality of the obtained results lies in the fact that for the first time in the Republic of Moldova the DILSA phenomenon has been analyzed and interpreted from the psychological perspective, certain psychic peculiarities and personality traits have been revealed and described that are specific for pupils with DILSA, and finally we have established the psychological order requirements which make possible a decrease in DILSA.
The important scientific problemwhich has been solved consists in the identification of psychic peculiarities and personality traits of pupils from the primary cycle who are diagnosed with DILS, establishing psychological causes that generate this phenomenon, developing a programme of psychological intervention for DILSA, focused on enhanced development of psychic structures responsible for learning writing language, having as effect a significative decrease of the level of DILSA for the experimental subjects. The theoretic value of the research refers to the scientific knowledge obtained about the psychological nature of DILS and essential characteristics which renders identity relative to other concepts from the field of language disorders; about the psychic structures which are responsible for learning writing language skills by pupils in the primary cycle; about the psychological profile of the pupil with DILS skills; about strategies for diminishing DILS.
Applicative value of the research consists in the development, implementation and validation of a programme for psychological intervention in DILS, which would be able to apply and use during the school teaching process, with a beneficial effect upon the quality of aquisition of wrting language skills and school performance of young schoolchildren; the proposal of a set of practical recommendations regarding streamlining activities of psychological assistance for the pupils with DILS skills, in the development and preparation for implementation of diagnostic, as well as psychometric and evaluation methodology for DILS.
Implementation of the obtained scientific results. The obtained scientific results are being implemented in the process of primary training of psychologists and didactic staff at the State Pedagogical University „Ion Creangă”, for instance at the academic disciplines: Educational Psychology, Language Psychology, Development Psychology as well as during the counseling activities and consultancy for pupils with difficulties in learning and their parents.
Under consideration  :