Academic Self-Regulation in Autism Spectrum Disorder: A Principal Components Analysis

Autor/inn/en	Charitaki, Garyfalia; Soulis, Spyridon-Georgios; Tyropoli, Rafailia
Titel	Academic Self-Regulation in Autism Spectrum Disorder: A Principal Components Analysis
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 1, S.26-45 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charitaki, Garyfalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1640353
Schlagwörter	Autism; Pervasive Developmental Disorders; Self Control; Student Behavior; Behavior Problems; Special Education Teachers; Students with Disabilities; Correlation; Student Motivation; Foreign Countries; Special Schools; Secondary Schools; Secondary School Teachers; Teacher Attitudes; Study Habits; Greece + Suchen Sie Ihr Suchwort? Autismus; Selbstbeherrschung; Student behaviour; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Korrelation; Schulische Motivation; Ausland; Special school; Sonderschule; Sekundarschule; Lehrerverhalten; Study behavior; Study behaviour; Studienverhalten; Griechenland
Abstract	Research on Academic Self-Regulation (ASR) of students with ASD has shown that their inability to regulate is associated with a general functional and developmental dysregulation. The purpose of this study is to evaluate the behavioral and general adjustment of students with ASD, specifically in responding to the academic requirements of a typical class. ASR was assessed through quantitative research design. The sample of the research consisted of 200 Special Educators who work with students with ASD on a regular basis during the last three years. They were given the ASR Questionnaire. The results showed statistically significant positive correlations between all subscales of Academic Self-Regulation (External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation). Principal Components Analysis (PCA) was used to examine the interrelationship among the various parameters of ASR in students with ASD. PCA showed that 17 components can explain an adequately percent of the model's variance for their ASR skills. Results are discussed for their educational placement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01