Literaturnachweis - Detailanzeige
| Autor/inn/en | Shogren, Karrie A.; Garnier Villarreal, Mauricio; Dowsett, Chantelle; Little, Todd D. |
|---|---|
| Titel | Exploring Student, Family, and School Predictors of Self-Determination Using NLTS2 Data |
| Quelle | In: Career Development and Transition for Exceptional Individuals, 39 (2016) 1, S.23-33 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2165-1434 |
| DOI | 10.1177/2165143414546685 |
| Schlagwörter | Self Determination; Predictor Variables; Family Characteristics; Student Characteristics; Institutional Characteristics; Longitudinal Studies; National Surveys; Structural Equation Models; Disabilities; Personal Autonomy; Empowerment; Data Analysis; Correlation; Transitional Programs; Special Education; National Longitudinal Transition Study of Special Education Students |
| Abstract | This study conducted secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) to examine the degree to which student, family, and school constructs predicted self-determination outcomes. Multi-group structural equation modeling was used to examine predictive relationships between 5 student, 4 family, and 7 school constructs developed from NLTS2 data and self-determination outcomes (autonomy, psychological empowerment, and self-realization) across disability groups. The pattern of predictive relationship between the constructs and self-determination outcomes across disability groups was complex. Only one construct--self-concept--showed a positive predictive relationship with all three self-determination constructs across most disability groups. Implications of the complex pattern of findings 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 | 2022/4/11 |
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