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AutorenVarsamis, Panagiotis; Agaliotis, Ioannis
TitelProfiles of Self-Concept, Goal Orientation, and Self-Regulation in Students with Physical, Intellectual, and Multiple Disabilities: Implications for Instructional Support
QuelleIn: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 5, S.1548-1555 (8 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0891-4222
DOI10.1016/j.ridd.2011.01.054
SchlagwörterPhysical Disabilities; Multiple Disabilities; Mental Retardation; Goal Orientation; Profiles; Secondary School Students; Special Education; Measures (Individuals); Psychomotor Skills; Task Analysis; Self Concept
AbstractThe 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).
AnmerkungenElsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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