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

Research output: Contribution to journalArticlepeer-review

36 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 languageEnglish
Pages (from-to)150-161
Number of pages12
JournalRemedial and Special Education
Volume33
Issue number3
DOIs
StatePublished - May 2012

Keywords

  • predictors
  • self-determination
  • self-efficacy
  • transition planning

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