A Multiple-Group Confirmatory Factor Analysis of Self-Determination between Groups of Adolescents with Intellectual Disability or Learning Disabilities

Autor/inn/en	Seong, Youjin; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D.
Titel	A Multiple-Group Confirmatory Factor Analysis of Self-Determination between Groups of Adolescents with Intellectual Disability or Learning Disabilities
Quelle	In: Assessment for Effective Intervention, 40 (2015) 3, S.166-175 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508414565043
Schlagwörter	Self Determination; Adolescents; Mental Retardation; Learning Disabilities; Evaluation Methods; Measurement Techniques; Individual Differences; Student Characteristics; Factor Analysis; Statistical Analysis; High School Students; Personal Autonomy; Self Control; Empowerment; Self Actualization; Arkansas; Missouri; Nebraska; Oklahoma; Texas + Suchen Sie Ihr Suchwort? Selbstbestimmung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geistige Behinderung; Learning handicap; Lernbehinderung; Messtechnik; Individueller Unterschied; Faktorenanalyse; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Autonomie; Selbstbeherrschung; Self actualisation; Selbstverwirklichung
Abstract	Promoting self-determination has been identified as an important practice for the successful transition of youth and young adults with disabilities, and numerous studies have examined the relationship between levels of self-determination and transition-related and postsecondary outcomes. Only a few such studies, however, have examined the global self-determination of students with disabilities. The majority of those studies measured self-determination using "The Arc's Self-Determination Scale" (SDS) and involved students with intellectual disability (ID) or learning disabilities (LD), examining the impact of interventions, environment, disability category, intelligence level, and gender on self-determination. Although students with intellectual and LD are often studied as a single group, for students with cognitive disabilities, there have been no studies that examine whether assessments are measuring the same construct within these two populations. The purpose of this study is to test for measurement invariance to examine further whether a measure like the SDS is assessing the same concept in students with ID and in students with LD by conducting analysis with a series of multiple-group confirmatory factor analysis (CFA). Results showed that the SDS is measuring the same construct across both groups; however, significant differences in both groups were found in latent variances/covariances and latent means. (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