Self-Determination Studies for Elementary Students with and Without Disabilities in Korea

[1] Agran M(2006)Participation of students with severe disabilities in the general curriculum: the effects of the self-determined learning model of instruction Research and Practice for Persons with Severe Disabilities 31 230-241

[2] Cavin M(2016)The impact of the self-determination learning model of instruction on English underachievers' early literacy development Journal of the Korea English Education Society 15 1-30

[3] Wehmeyer ML(2003)Comparison of special education teachers' perception with general education teacher's perception on effects of a self-determination skills program for elementary school children with mild disabilities Journal of Special Education 10 99-122

[4] Palmer S(2015)Structural relation among motivational climate, self-determination motivation and attitudes of extra-curricular physical activities in elementary school Journal of Korean Society for the Study of Physical Education 20 141-153

[5] Bae JY(2003)The effect of self-directed playing on the self-determination of children with mental retardation The Journal of the Korean Association on Developmental Disabilities 7 15-27

[6] Seo HJ(2005)The study on their relationships between self-determination and motivation in outcome-based transition education The Journal of Special Education: Theory and Practice 6 155-180

[7] Bang MY(2009)Effects of strength-intelligence based self-determination training activity on autonomous functioning in students with intellectual disability Journal of Intellectual Disabilities 1 1-20

[8] Choi HY(2014)Analysis of teacher-student relationship, self-determination motivation, and academic achievement Journal of Elementary Education Research 25 499-509

[9] Cho PH(2008)The effect of an art class based on self-determination enhancement model for students with and without disabilities Journal of Research in Curriculum Instruction 12 579-600

[10] Cho IS(2010)The structural relationship among the self-determination motivation, self-regulated learning, and academic achievement in elementary school Journal of Education and Culture 16 183-203

[1] Agran M(2006)Participation of students with severe disabilities in the general curriculum: the effects of the self-determined learning model of instruction Research and Practice for Persons with Severe Disabilities 31 230-241

[2] Cavin M(2016)The impact of the self-determination learning model of instruction on English underachievers' early literacy development Journal of the Korea English Education Society 15 1-30

[3] Wehmeyer ML(2003)Comparison of special education teachers' perception with general education teacher's perception on effects of a self-determination skills program for elementary school children with mild disabilities Journal of Special Education 10 99-122

[4] Palmer S(2015)Structural relation among motivational climate, self-determination motivation and attitudes of extra-curricular physical activities in elementary school Journal of Korean Society for the Study of Physical Education 20 141-153

[5] Bae JY(2003)The effect of self-directed playing on the self-determination of children with mental retardation The Journal of the Korean Association on Developmental Disabilities 7 15-27

[6] Seo HJ(2005)The study on their relationships between self-determination and motivation in outcome-based transition education The Journal of Special Education: Theory and Practice 6 155-180

[7] Bang MY(2009)Effects of strength-intelligence based self-determination training activity on autonomous functioning in students with intellectual disability Journal of Intellectual Disabilities 1 1-20

[8] Choi HY(2014)Analysis of teacher-student relationship, self-determination motivation, and academic achievement Journal of Elementary Education Research 25 499-509

[9] Cho PH(2008)The effect of an art class based on self-determination enhancement model for students with and without disabilities Journal of Research in Curriculum Instruction 12 579-600

[10] Cho IS(2010)The structural relationship among the self-determination motivation, self-regulated learning, and academic achievement in elementary school Journal of Education and Culture 16 183-203