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

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.