Profiles of Self-Concept, Goal Orientation, and Self-Regulation in Students with Physical, Intellectual, and Multiple Disabilities: Implications for Instructional Support

Autor/inn/en	Varsamis, Panagiotis; Agaliotis, Ioannis
Titel	Profiles of Self-Concept, Goal Orientation, and Self-Regulation in Students with Physical, Intellectual, and Multiple Disabilities: Implications for Instructional Support
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 5, S.1548-1555 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.01.054
Schlagwörter	Physical Disabilities; Multiple Disabilities; Mental Retardation; Goal Orientation; Profiles; Secondary School Students; Special Education; Measures (Individuals); Psychomotor Skills; Task Analysis; Self Concept + Suchen Sie Ihr Suchwort? Physical handicap; Körperbehinderung; Multiple disability; Mehrfachbehinderung; Geistige Behinderung; Zielorientierung; Zielvorstellung; Charakterisierung; Profilanalyse; Sekundarschüler; Special needs education; Sonderpädagogik; Sonderschulwesen; Messdaten; Psychomotorische Aktivität; Aufgabenanalyse; Selbstkonzept
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. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10