Investigating the Mediating Role of Self-Determination between Individual and School Factors and Autistic High School Students' in School Outcomes

Autor/in	Kan, Dang Dang Delia
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 Verfügbarkeit 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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01