Choice, Support, Opportunity: Profiles of Self-Determination in High School Students with Learning Disabilities

Autor/inn/en	Cavendish, Wendy; Connor, David J.; Perez, Deborah
Titel	Choice, Support, Opportunity: Profiles of Self-Determination in High School Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 25 (2020) 2, S.16-27 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Self Determination; Student Attitudes; Student Motivation; High School Students; Personal Autonomy; Competence; Learning Disabilities; Student Participation; Participative Decision Making; Student Characteristics; Student Experience; Interpersonal Relationship; Institutional Characteristics; Caring; Graduation + Suchen Sie Ihr Suchwort? Selbstbestimmung; Schülerverhalten; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Autonomie; Kompetenz; Learning handicap; Lernbehinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Abschluss; Graduierung
Abstract	This study is framed by Self-Determination Theory (SDT) to examine the interaction between student perceptions of school personnel efforts and actions and the development of student intrinsic motivation and self-determination. This mixed-methods study examines variations among high school students' (n=44) level of self-determination (SD) and the relationship between their perspectives of school support of autonomy, competence, and relatedness and self-determination development. We share student profiles (N=6) based upon deductive coding of student interviews. Findings focus on the centering of students' own words to create data-rich renderings of individual students located within their school context. Each student profile contains connections to the three domains associated with SDT: autonomy, competence, and relatedness. We provide a discussion of the applicability of SDT for school practitioners to inform increased support for students with learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01