TY - JOUR
T1 - Profiles of self-concept, goal orientation, and self-regulation in students with physical, intellectual, and multiple disabilities
T2 - Implications for instructional support
AU - Varsamis, Panagiotis
AU - Agaliotis, Ioannis
PY - 2011/9
Y1 - 2011/9
N2 - The present study explored physical self-concept, goal orientation in sport, and self-regulation in regard to a motor task, in 75 secondary students with physical, intellectual, and multiple disabilities, who were educated in the same special education units. It was found that students with intellectual disabilities generally presented a positive profile in all three psychosocial constructs, whereas students with physical disabilities presented low scores in most measures. Students with multiple disabilities did not differ essentially from students with intellectual disability in regard to physical self-concept and goal orientation; however, they compared unfavorably to them regarding self-regulation. The delineation of a distinct and defendable profile of self-concept, goal orientation, and self-regulation for each disability group allows the formulation of proposals for the implementation of appropriate instructional programs for students belonging to the above mentioned categories.
AB - The present study explored physical self-concept, goal orientation in sport, and self-regulation in regard to a motor task, in 75 secondary students with physical, intellectual, and multiple disabilities, who were educated in the same special education units. It was found that students with intellectual disabilities generally presented a positive profile in all three psychosocial constructs, whereas students with physical disabilities presented low scores in most measures. Students with multiple disabilities did not differ essentially from students with intellectual disability in regard to physical self-concept and goal orientation; however, they compared unfavorably to them regarding self-regulation. The delineation of a distinct and defendable profile of self-concept, goal orientation, and self-regulation for each disability group allows the formulation of proposals for the implementation of appropriate instructional programs for students belonging to the above mentioned categories.
KW - Goal orientation
KW - Intellectual disabilities
KW - Multiple disabilities
KW - Physical disabilities
KW - Self-concept
KW - Self-regulation
UR - http://www.scopus.com/inward/record.url?scp=79958277842&partnerID=8YFLogxK
U2 - 10.1016/j.ridd.2011.01.054
DO - 10.1016/j.ridd.2011.01.054
M3 - Article
C2 - 21377324
AN - SCOPUS:79958277842
SN - 0891-4222
VL - 32
SP - 1548
EP - 1555
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
IS - 5
ER -