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Academic Goal Profiles: A Comparison of Blind and Sighted Students

Published online by Cambridge University Press:  10 January 2013

Francisco Pablo Holgado Tello ,
Leandro Navas Martínez  and
Irene Jover Mira
Francisco Pablo Holgado Tello*
Affiliation:
Universidad Nacional de Educación a Distancia (Spain)
Leandro Navas Martínez
Affiliation:
Universidad de Alicante (Spain)
Irene Jover Mira
Affiliation:
Universidad de Alicante (Spain)
*
Correspondence concerning this article should be addressed to Francisco Pablo Holgado Tello. Facultad de Psicología. Departamento de Metodología de las Ciencias del Comportamiento. UNED. C/ Juan del Rosal, 10. 28040 - Madrid (Spain). E-mail: pfholgado@psi.uned.es
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Abstract

Based on academic goal theory, we compared the goals of visually impaired and sighted students. Participants included 171 students affiliated with ONCE (the National Spanish Organization for the Blind) and 163 sighted students, ranging from 8 to 27 years of age, who responded to the Spanish adaptation (González, Torregrosa, & Navas, 2002) of the goals questionnaire created by Hayamizu, Ito, and Yohiazaki (1989) and Hayamizu and Weiner (1991). Factor analysis indicated that goals varied among these students and that new ones arose in this study; furthermore, the model remained invariable regardless of students' status (visually impaired versus sighted). Cluster analysis revealed three distinct profiles in terms of academic goals, while discriminant function analysis suggested these profiles vary as a function of students' status (visually impaired versus sighted). It seems that visually impaired students hold more learning-oriented academic goals.

A partir de la teoría de las metas académicas, se compararon las metas entre el alumnado con deficiencia visual y el alumnado vidente. Los participantes fueron 171 estudiantes afiliados a la ONCE (Organización Nacional de Ciegos Españoles) y 163 estudiantes videntes, de entre 8 y 27 años, que respondieron a la adaptación española (González, Torregrosa, & Navas, 2002) del cuestionario de metas elaborado por Hayamizu, Ito, y Yohiazaki (1989) y Hayamizu y Weiner (1991). El análisis factorial indicó que las metas varían en estos estudiantes, que otras metas nuevas emergen y que el modelo se mantiene invariante respecto al estatus (con discapacidad visual versus vidente) de los estudiantes. El análisis de conglomerados mostró que hay tres perfiles diferentes en función de las metas académicas y del análisis discriminante se deduce que estos perfiles varían en función del estatus de los estudiantes (con discapacidad visual versus videntes). Parece que los alumnos con discapacidad visual presentan metas académicas más orientadas al aprendizaje.

Keywords

goal orientationsachievement motivationacademic goalsblindnessorientación a metasmotivación de logrometas académicasceguera
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 3 , November 2012 , pp. 1043 - 1054
Copyright
Copyright © Cambridge University Press 2012

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