Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?

Figures & data

Table 1. Coding scheme for goal analysis.

Coding number	Coding description
Goal content
0	No goal
1	Academic goal (includes goals related to specific school subjects, tests, work completion)
2	Classroom management goal (includes goals such as following classroom rules, being concentrated at school and paying attention)
3	Sports-related leisure time goal (includes goals related to after-school sports activities, participation in sports clubs, individual sports goals)
4	Other than sports-related leisure time goal (includes goals related to after-school activities such as music school, activities at home, etc.)
5	Social goals (includes goals related to interaction with peers or adults)
6	Career goals (includes goals for future employment, university choices, etc.)
Goal category
0	No goal
1	Product goal (i.e. goals that define a certain outcome, such as joining a sports team, earning certain grades, etc.)
2	Process goal (i.e. actions that help in the achievement of a certain goal)

Table 2. Goal analysis.

	Total	Intellectual disability	Typically developing
Goal content analysis
No goal	2	0	3
Academic goal	25	34	20
Classroom management goal	5	0	8
Leisure time goal sports-related	23	18	27
Leisure time goal non-sports-related	10	7	11
Social goal	7	9	6
Career goal	25	32	21
Missing data	3	0	4
Goal category analysis
No goal	2	0	3
Product goal	59	66	55
Process goal	36	34	38
Missing data	3	0	4

Note: All numbers in percentage.

Figure 1a. Opportunities at school: Students feel encouraged at school to set goals for themselves.

Note: Numbers are in percentage.

Figure 1b. Students feel that they learn how to make plans for goal attainment at school.

Note: Numbers are in percentage.