Profiles of self-concept, goal orientation, and self-regulation in students with physical, intellectual, and multiple disabilities: Implications for instructional support

Panagiotis Varsamis, Ioannis Agaliotis

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)1548-1555
Number of pages8
JournalResearch in Developmental Disabilities
Volume32
Issue number5
DOIs
Publication statusPublished - Sept 2011

Keywords

  • Goal orientation
  • Intellectual disabilities
  • Multiple disabilities
  • Physical disabilities
  • Self-concept
  • Self-regulation

Fingerprint

Dive into the research topics of 'Profiles of self-concept, goal orientation, and self-regulation in students with physical, intellectual, and multiple disabilities: Implications for instructional support'. Together they form a unique fingerprint.

Cite this