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.
Bibliographical noteFunding 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.
- transition planning