Examining Individual and Instruction-Related Predictors of the Self-Determination of Students With Disabilities: Multiple Regression Analyses

被引：37

作者：

Lee, Youngsun ^{[1
]}

Wehmeyer, Michael L. ^{[2
,5
]}

Palmer, Susan B. ^{[2
,5
,6
]}

Williams-Diehm, Kendra ^{[3
]}

Davies, Daniel K. ^{[4
]}

Stock, Steven E. ^{[4
]}

机构：

[1] Inha Univ, Dept Educ, Inchon, South Korea

[2] Univ Kansas, Ctr Dev Disabil, Lawrence, KS 66045 USA

[3] Univ Oklahoma, Dept Educ Psychol, Jeannine Rainbolt Coll Educ, Norman, OK 73019 USA

[4] AbleLink Technol Inc, Colorado Springs, CO USA

[5] Univ Kansas, Beach Ctr Disabil, Lawrence, KS 66045 USA

[6] Univ Kansas, Dept Special Educ, Lawrence, KS 66045 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2012年 / 33卷 / 03期

关键词：

self-determination; self-efficacy; transition planning; predictors; QUALITY-OF-LIFE; ADULT OUTCOMES; IMPACT; PARTICIPATION; INTERVENTIONS; WORKING; PEOPLE; SCALE; YOUTH;

D O I：

10.1177/0741932510392053

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：150 / 161

页数：12

共 46 条

[1] Working with missing values [J].