Relationship between dimensions of self-efficacy and academic goals in university students with reduced mobility

For about a decade there has been an increase in the number of students with disabilities enrolled in Spanish universities. This has generated an interest in investigating variables such as self-efficacy and the academic motivations of students for their studies in order to enhance their academic success. This study attempts to identify the existence of possible academic self-efficacy profiles based on the relevance of each self-efficacy dimension in a group of university students with functional diversity. At the same time, try to explore if their academic goals differ based on the academic self-efficacy profile obtained. 92 students with functional diversity from two universities in the province of Alicante participated. The Academic Behavior Scale (EACA, 2016) and the Academic Goal Questionnaire (CMA, 1991) were administered to a sample of 82 university students with motor disability. The age range was from 18 to 40 years (M = 22.56; SD = 4.89). The quick cluster analysis method identified three groups of academic self-efficacy: a high academic self-efficacy profile, a low self-efficacy profile, and a third group with high concentrations in Attention and Excellence and low in Communication. In turn, the ANOVAs indicated statistically significant differences in the academic goals of the students based on the profiles of academic self-efficacy. These results reveal how important it is to deepen students' self-efficacy in order to enhance motivational learning goals among students with functional diversity.