Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analyses

Youngsun Lee; Michael L. Wehmeyer; Susan B. Palmer; Kendra Williams-Diehm; Daniel K. Davies; Steven E. Stock

doi:10.1177/0741932510392053

Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analyses

Youngsun Lee, Michael L. Wehmeyer, Susan B. Palmer, Kendra Williams-Diehm, Daniel K. Davies, Steven E. Stock

Department of Special Education

Research output: Contribution to journal › Article › peer-review

39 Scopus citations

Abstract

This study examined individual and instructional predictors of the self-determination of students with disabilities, as measured by the Arc's Self-Determination Scale and the student version of the AIR Self-Determination Scale. The general findings indicated that instructional, knowledge, and dispositional factors were stronger predictors of students' self-determination than personal predictor variables. In particular, self-efficacy and outcome expectancy scores, student-directed transition planning instruction, and students' preintervention transition planning knowledge were predictive of higher self-determination scores among students.

Original language	English
Pages (from-to)	150-161
Number of pages	12
Journal	Remedial and Special Education
Volume	33
Issue number	3
DOIs	https://doi.org/10.1177/0741932510392053
State	Published - May 2012

Bibliographical note

Funding Information:
Funding for this research was provided by Grant PR Award No. H133A031727 from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, awarded to the University of Kansas, and Grant PR Award No. R324B070159 from the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, also awarded to the University of Kansas. The contents of this report do not necessarily represent the policy of the U.S. Department of Education, and endorsement by the federal goverment should not be assumed.

Keywords

predictors
self-determination
self-efficacy
transition planning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/0741932510392053

Cite this

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abstract = "This study examined individual and instructional predictors of the self-determination of students with disabilities, as measured by the Arc's Self-Determination Scale and the student version of the AIR Self-Determination Scale. The general findings indicated that instructional, knowledge, and dispositional factors were stronger predictors of students' self-determination than personal predictor variables. In particular, self-efficacy and outcome expectancy scores, student-directed transition planning instruction, and students' preintervention transition planning knowledge were predictive of higher self-determination scores among students.",

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doi = "10.1177/0741932510392053",

language = "English",

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pages = "150--161",

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AU - Williams-Diehm, Kendra

AU - Davies, Daniel K.

AU - Stock, Steven E.

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Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analyses

Abstract

Bibliographical note

Keywords

UN SDGs

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Cite this