The Relationship among Self-Determination, Self-Concept, and Academic Achievement for Students with Learning Disabilities

Autor/inn/en	Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M.; Noonan, Patricia M.
Titel	The Relationship among Self-Determination, Self-Concept, and Academic Achievement for Students with Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 47 (2014) 5, S.462-474 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412469688
Schlagwörter	Self Determination; Self Concept; Academic Achievement; Learning Disabilities; Correlation; Structural Equation Models; Factor Analysis; Statistical Analysis; Longitudinal Studies; Transitional Programs; Special Education; Achievement Tests; National Longitudinal Transition Study of Special Education Students; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Selbstbestimmung; Selbstkonzept; Schulleistung; Learning handicap; Lernbehinderung; Korrelation; Faktorenanalyse; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01