SELF CONCEPT AND ACADEMIC GOALS IN UNIVERSITY STUDENTS WITH DISABILITIES

This paper aims to examine the relationship between the profile of academic goals and self-concept in a group of university students with disabilities. Thus, the first objective tries to verify if there are differentiated profiles of academic goals based on the combinations of the different motivational goals. Once the profiles have been identified, it tries to explore whether there is a predominant profile based on the type of disability. Finally, it aims to examine the possible intergroup differences in motivational goals in the self-concept dimensions. The Academic Goals Orientation Questionnaire (C.M.A, 1991) and the Form 5 Self Concept Scale (AF-5, 1999), were administered to a sample of 96 university students with disability. The age range was 18 to 40 years (M = 22.56; SD = 4.89). The quick cluster analysis method obtained three different clusters, a group with high goals of the three motivational dimensions, a second group with the use of learning goals and reward goals and a last group with a predominance of social value motivations. The multidimensional goal group comprised a higher percentage of students with cognitive and hearing disabilities. In turn, this profile obtained higher scores in most self-concept factors. The findings of this work can contribute to the understanding of the relationship between self-concept and motivational goals and thus, to the design of programs that help strengthen these constructs in students with disabilities.