TY - JOUR
T1 - Relationships between gross- and fine motor functions, cognitive abilities, and self-regulatory aspects of students with physical disabilities
AU - Varsamis, Panagiotis
AU - Agaliotis, Ioannis
PY - 2015/12/1
Y1 - 2015/12/1
N2 - This article reports research on self-regulatory aspects (i.e., goal-setting, self-efficacy and self-evaluation) of secondary and post-secondary students with congenital motor disabilities, who performed a ball-throwing-at-a-target task. Participants were divided into four subgroups presenting distinct combinations of motor and cognitive abilities (i.e., normal cognitive development and mild physical disabilities, normal cognitive development and severe physical disabilities, mild-to-moderate intellectual disability and mild physical disabilities, and mild-to-moderate intellectual disability and severe physical disabilities). Results showed that students presenting mild motor disabilities exhibited a positive self-concept and self-regulation profile, irrespective of their cognitive functioning. Students with considerable motor disabilities, but without cognitive challenges, presented a negative, though realistic self-concept and self-regulation profile. Finally, students with considerable motor disabilities and mild-to-moderate cognitive disabilities showed a positive, though unrealistic, self-regulation profile. The nature of the diverse relationship of motor and cognitive (dis)abilities to specific self-regulatory aspects are discussed, and important instructional implications are mentioned.
AB - This article reports research on self-regulatory aspects (i.e., goal-setting, self-efficacy and self-evaluation) of secondary and post-secondary students with congenital motor disabilities, who performed a ball-throwing-at-a-target task. Participants were divided into four subgroups presenting distinct combinations of motor and cognitive abilities (i.e., normal cognitive development and mild physical disabilities, normal cognitive development and severe physical disabilities, mild-to-moderate intellectual disability and mild physical disabilities, and mild-to-moderate intellectual disability and severe physical disabilities). Results showed that students presenting mild motor disabilities exhibited a positive self-concept and self-regulation profile, irrespective of their cognitive functioning. Students with considerable motor disabilities, but without cognitive challenges, presented a negative, though realistic self-concept and self-regulation profile. Finally, students with considerable motor disabilities and mild-to-moderate cognitive disabilities showed a positive, though unrealistic, self-regulation profile. The nature of the diverse relationship of motor and cognitive (dis)abilities to specific self-regulatory aspects are discussed, and important instructional implications are mentioned.
KW - Cerebral palsy
KW - Congenital physical disabilities
KW - Motivation
KW - Motor disability severity
KW - Self-regulation
UR - http://www.scopus.com/inward/record.url?scp=84945278574&partnerID=8YFLogxK
U2 - 10.1016/j.ridd.2015.10.009
DO - 10.1016/j.ridd.2015.10.009
M3 - Article
C2 - 26519661
AN - SCOPUS:84945278574
SN - 0891-4222
VL - 47
SP - 430
EP - 440
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
ER -