Bibliometric analysis of professional motivation and university career choice among students with disabilities in the field of Physical Education
DOI:
https://doi.org/10.47197/retos.v72.117628Keywords:
Career choice , disability, inclusion, Physical Education, professional motivationAbstract
Introduction: Higher education constitutes a space for the construction of knowledge, but also a setting where structural inequalities faced by certain social groups are manifested. In particular, students with disabilities encounter multiple barriers when they decide to access university and pursue a professional career.
Objective: To conduct a bibliometric analysis of studies published between 2015 and 2025 that address professional motivation and the choice of university career among students with disabilities in the field of Physical Education.
Methodology: The study was developed under a quantitative approach, with a non-experimental bibliometric design and a descriptive and exploratory scope.
Results: The findings confirm that professional motivation and career choice among students with disabilities in Physical Education is a consolidating topic that articulates personal, social, and institutional dimensions. The temporal evolution shows a growing interest from the scientific community, the geographical distribution evidences the universality of the phenomenon, and the thematic classification reveals that adapted sport and inclusion in Physical Education classes are the most consolidated axes.
Discussion: The interpretation of these results in light of previous literature made it possible to identify not only the meaning of the trends found, but also the contributions that this study made to the state of the art.
Conclusions: It was demonstrated that the choice of a university career in the field of Physical Education for this group of students was strongly associated with processes of identity, social inclusion, and the pursuit of autonomy.
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