Understanding the Construct of Self-Determination: Examining the Relationship between the Arc's Self-Determination Scale and the American Institutes for Research Self-Determination Scale

Autor/inn/en	Shogren, Karrie A.; Wehmeyer, Michael L.; Palmer, Susan B.; Soukup, Jane Helen; Little, Todd D.; Garner, Nancy; Lawrence, Margaret
Titel	Understanding the Construct of Self-Determination: Examining the Relationship between the Arc's Self-Determination Scale and the American Institutes for Research Self-Determination Scale
Quelle	In: Assessment for Effective Intervention, 33 (2008) 2, S.94-107 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508407311395
Schlagwörter	Self Determination; Structural Equation Models; Attitudes toward Disabilities; Measures (Individuals); High School Students; Special Education; Longitudinal Studies; School Districts; Intervention; Mental Retardation; Behavior Rating Scales; Arkansas; Missouri; Nebraska; Oklahoma; Texas + Suchen Sie Ihr Suchwort? Selbstbestimmung; Messdaten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School district; Schulbezirk; Geistige Behinderung
Abstract	Since the early 1990s, attention has been focused on the importance of self-determination in the education of students with disabilities. The purpose of this study was to further our understanding of the construct of self-determination by examining the relationship between the "Arc's Self-Determination Scale" and the "American Institutes for Research (AIR) Self-Determination Scale" student and educator versions. Using structural equation modeling, we found that the theoretical structure of the "Arc's Self-Determination Scale" and the "AIR Self-Determination-Student Scale" was supported by the data, while the proposed theoretical structure of the "AIR Self-Determination-Educator Scale" was not. The analyses suggested that each of the measures of self-determination was measuring a different aspect of the self-determination construct (i.e., it was not possible to create a higher order factor comprising each of the assessments); thus issues related to the goals of the research and the underlying theoretical perspective of each measure must be considered when determining the most appropriate measure of self-determination in research and practice. Implications and future research directions are discussed. (Contains 4 tables, 4 figures and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10