INFLUENCE OF PROTECTIVE FACTORS IN SCHOOL ADAPTATION IN POST WAR CONTEXTMEDIATING ROLE OF SELF -REGULATION

Self-regulation is among the resiliency factors identified by most studies that act as a buffer and regulatory mechanisms through which children mediate their interpersonal relations and self-esteem. The ability to self-regulate behaviour is one of the most important protective factors in relation with resilience and should be fostered especially in at-risk children. Previous research has characterized these children as having behaviours indicating lack of foresight. As an internal characteristic it combines with external environmental context and person-environmental transactional processes to manipulate trauma occurrence. The aim of the present study was to test the hypothetical relationship between these personal variables. It was hypothesized that self-regulation would be associated with and would be a good predictor of resilience, and that low-medium-high levels of self-regulation would lead to similar levels of resilience. Self-regulation Questionnaire (SRQ) was used to collect data. The sample consisted of 100 children aged 9 to 17 years, who were in school. The data revealed that selfregulation was low hence the children seemed to have a deficiency in this protective factor. More significantly, evidence from this study shows that the depleted personal resources (self-regulation skills) as a result of experiencing traumatic events early in life (such as war) can pose a tremendous challenge in school adaptation. This renders children vulnerable and helpless in navigating through school to attain academic achievement. As a result, children continue to struggle to cope with traumatic experiences of bad situations as well as adapting to the school environment.