A Two-Group Confirmatory Factor Analysis of "The Arc's Self-Determination Scale" with Students with Emotional/Behavioral Disorders or Learning Disabilities

Autor/inn/en	Seo, Hyojeong; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D.
Titel	A Two-Group Confirmatory Factor Analysis of "The Arc's Self-Determination Scale" with Students with Emotional/Behavioral Disorders or Learning Disabilities
Quelle	In: Journal of Emotional and Behavioral Disorders, 23 (2015) 1, S.17-27 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426613503496
Schlagwörter	Factor Analysis; Self Determination; Special Education; Measures (Individuals); Personal Autonomy; Emotional Disturbances; Behavior Disorders; Learning Disabilities; Self Actualization; Empowerment; Check Lists; Arkansas; Missouri; Nebraska; Oklahoma; Texas; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Faktorenanalyse; Selbstbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen; Messdaten; Individuelle Autonomie; Gefühlsstörung; Learning handicap; Lernbehinderung; Self actualisation; Selbstverwirklichung; Checkliste
Abstract	Given the emphasis on promoting self-determination in the field of special education and the corresponding use of scales to measure self-determination in research and practice, it is important to examine whether widely used self-determination assessments measure the same constructs among and between students from different disability categories. This study examined the equivalence of measurement and structural parameters of "The Arc's Self-Determination Scale" (SDS) across groups of students with emotional and behavioral disorders (EBD) or learning disabilities (LD), using a two-group confirmatory factor analysis (CFA). The results indicated that four essential elements of self-determined behavior that form the structure of the SDS (i.e., autonomy, self-regulation, psychological empowerment, and self-realization) are invariant across the two groups. In addition, students with EBD indicated lower levels of autonomy compared with those with LD. Implications and future directions for research and practice are discussed. (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