NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ974698
Record Type: Journal
Publication Date: 2012-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0256-2928
School Type Differences in Attainment of Developmental Goals in Students with Visual Impairment and Sighted Peers
Pfeiffer, Jens P.; Pinquart, Martin; Munchow, Hannes
European Journal of Psychology of Education, v27 n3 p389-402 Sep 2012
The present study analyzed whether the perceived attainment of developmental goals differs by school type and between adolescents with visual impairments and sighted peers. We created a matched-pair design with 98 German students from the middle school track and 98 from the highest school track; half of the members of each group were visually impaired. Students from the middle school track reported a higher attainment of identity development, career choice, and gender role awareness than students from the highest school track. Furthermore, students with visual impairment were less progressed with peer-group integration and forming intimate relationships than sighted students, but they reported higher levels of attainment of skills that are important for their future profession. However, we did not find an overall interaction effect between school type and vision status on the perceived attainment of developmental goals. The observed school type differences can be explained by the fact that students from the middle school track face the transition from school to work earlier. Implications for practice are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany