Abstract
This study focuses on the goal orientation of students with and without special education needs (SEN) in inclusive schools. Participants were 186 students (110 boys; 76 girls) from Grade 7 (mean age = 13.83). Of these, 93 were diagnosed as having SEN, while the other 93 were mainstream students matched on IQ. Students without SEN scored significantly higher in mastery-goal orientation, while students with SEN had a significantly higher performance-avoidance orientation. Two-step regression analyses showed that SEN was the only variable to predict differences in both mastery orientation and performance-avoidance orientation, while actual school achievements in German and Mathematics, self-estimations of school achievement in these school domains, as well as calibration (all entered in Step 1) were not significant.
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