{"title":"An exploratory study of goal‐setting behaviour, self‐concept and locus of control in children with movement difficulties","authors":"S. Henderson, D. May, Miriam Umney","doi":"10.1080/0885625890040101","DOIUrl":null,"url":null,"abstract":"ABSTRACT Eighteen children referred to clinics because they lacked adequate motor competence and 18 well‐coordinated children were compared on measures of goal‐setting, self‐concept and locus of control. The results showed that the children with movement difficulties were unrealistic in the way they set goals for themselves, had lower self‐esteem and were less inclined to accept responsibility for what might happen to them. The three different measures of self‐regard did not, however, correlate with one another.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"1989-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0885625890040101","citationCount":"55","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Special Needs Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0885625890040101","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 55
Abstract
ABSTRACT Eighteen children referred to clinics because they lacked adequate motor competence and 18 well‐coordinated children were compared on measures of goal‐setting, self‐concept and locus of control. The results showed that the children with movement difficulties were unrealistic in the way they set goals for themselves, had lower self‐esteem and were less inclined to accept responsibility for what might happen to them. The three different measures of self‐regard did not, however, correlate with one another.
期刊介绍:
The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.