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Autor/in | Kan, Dang Dang Delia |
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Titel | Investigating the Mediating Role of Self-Determination between Individual and School Factors and Autistic High School Students' in School Outcomes |
Quelle | (2023), (166 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of North Carolina at Chapel Hill |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 979-8-3795-5158-2 |
Schlagwörter | Hochschulschrift; Dissertation; Autism Spectrum Disorders; Outcomes of Education; Self Determination; Educational Environment; Predictor Variables; Academic Achievement; Individualized Education Programs; Goal Orientation; Student Adjustment; Individualized Transition Plans; Secondary School Students Thesis; Dissertations; Academic thesis; Autism; Autismus; Lernleistung; Schulerfolg; Selbstbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Schulleistung; Individualized education program; Individualisierendes Lernen; Zielorientierung; Zielvorstellung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarschüler |
Abstract | Researchers have identified self-determination as a key predictor supporting the transition process and achievement of positive in-school and post-school outcomes in adolescents with disabilities. Self-determination is also a malleable characteristic, as various factors influence its development and expression. However, the influence of this construct on student outcomes is not well-studied in autistic adolescents. In addition, while past studies have examined the effect of characteristics at the individual and family levels on self-determination, few studies have examined the impact of environmental predictors at the school level (Moran et al., 2021). To address these gaps in the literature, I examined the mediating role of self-determination on individual (intellectual functioning, adaptive behavior) and school factors (autism school program quality) and student in-school outcomes (academic achievement and IEP goal attainment). This study draws data from the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA; Hume et al., 2022; n=220), and I employed multilevel modeling techniques to account for the nested structure of students in schools. Results suggest that self-determination is a promising predictor of IEP goal attainment for autistic high school students. There was no notable clustering of self-determination at the school level, implying that school-level factors may not likely account for differences in students' level of self-determination. Mediation analyses suggest that self-determination may be a positive mediator between adaptive behavior and IEP goal attainment, especially transition goal attainment, although the mediation effect is likely small. More work is needed to elucidate the relationship between self-determination, specific goal areas, and academic achievement. Further investigation into the impact of school environment characteristics, such as classroom, on self-determination for students on the autism spectrum is also warranted. Implications for research and practice in schools for transition-aged autistic youth are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |