Development Of Self-determination Research Articles

The right to reasonable inferences in automated decision systems as an unfolding of the fundamental right to the protection of personal data in Brazil and beyond

ABSTRACT This paper proposes expanding personal data protection by recognizing the right to reasonable inferences derived from the fundamental right to data protection and the principle of free development of personality. Automated systems using predictive algorithms and correlations based on profiles can have negative consequences, particularly discrimination from generalization or inadequate correlation. These systems often fail to consider individual uniqueness. The article highlights that imperfect correlations in automated systems threaten individual rights by undermining the free development of personality and informational selfdetermination. Recognizing the right to reasonable inferences strengthens data protection's objective dimension, crucial for safeguarding against discriminatory inferences. It also requires data controllers to justify implementing such systems. To achieve this, the study suggests interpreting the Brazilian Data Protection Law no. 13.079/2018, known as ‘LGPD’, to position the right to reasonable inferences as a behavioral guideline for data controllers. This interpretation emphasizes transparency, understandability, and accountability. Recognizing this right aims to promote adherence to the principle of responsibility and ensure the necessary transparency to address and manage negative consequences.

Self-Determination Research: Current and Future Directions.

This article summarizes the history, current status, and future directions of self-determination research across the globe, with a focus on applications to the education of students with intellectual and developmental disabilities and their transition from school to adult life. Research on the development, implementation, and outcomes of self-determination assessments and interventions is explored. Causal Agency Theory, a theoretical framework for understanding the development of self-determination as a psychological construct, is reviewed, along with research on the importance of self-determination for inclusion, psychological growth, and overall well-being. Specific approaches, models, and perspectives for addressing the support needs of students with intellectual and developmental disabilities, particularly during transitions, are discussed. Assessment and intervention aligned with Causal Agency Theory, including the Self-Determination Inventory and the Self-Determined Learning Model of Instruction, are introduced. Future directions and emerging areas of research are summarized, including issues related to cultural validity, integration of strengths-based approaches, emerging technologies, and systemic changes in schools and communities.

Self-determination and parents’ perceptions and practices: Opportunity and performance

Self-determination is an important right for all individuals and is associated with positive transition outcomes, particularly among children with disabilities. Parents play an essential role in supporting their child’s development of self-determination. This study examined Saudi parents’ support of self-determination and their perception of their children with disabilities’ performance. Surveys were received from 231 parents of students with disabilities. The results indicated that parents believe that they provide frequent opportunities for their children to practice the skills associated with self-determination, but they perceive that their children are able to perform such skills only to some extent. The opportunity to cultivate self-determination is a strong predictor of a child’s performance. The results and implications are discussed.

PERCEPTIONS OF HIGHER EDUCATION PROFESSIONALS ON THE UTILITY OF THE ACTIVITIES, PROGRAMS, OR POLICIES TOOL TO PROMOTE SELF-DETERMINATION FOR COLLEGE STUDENTS WITH DISABILITIES

Self-determination has been associated with academic success for college students with and without disabilities. The APP Tool was designed to allow higher education professionals to examine which campus Activities, Programs, or Policies (APPs) promote, and which might hinder, the development of student self-determination. This study used the qualitative basic interpretive approach (Merriam & Tisdell, 2016) to analyze data from semi-structured interviews of three focus groups of higher education professionals (practitioners) that were conducted to ascertain their impressions of the utility of the tool. Use of the APP Tool led practitioners to reflect on what self-determination included and what campus efforts were currently fostering these skills. Implications of the APP Tool included use as (1) a progress monitoring tool for student self-determination skills and (2) an evaluation tool for current campus programming.

Personal Factors, Living Environments, and Specialized Supports: Their Role in the Self-Determination of People with Intellectual Disability.

The self-determination of people with disabilities, and specifically people with intellectual disabilities (ID), is a growing issue due to its relevance in the field of inclusion and human rights. Although research has shown a significant relationship between self-determination and intelligence, other factors also contribute to its development. The purpose of this study was to understand what other variables may be influencing self-determination. Using the scores from 483 adolescents and adults with ID who completed the AUTODDIS scale, we performed inferential and regression analyses to determine the relationships between levels of self-determination, personal variables (sex, age, severity of ID), and contextual variables (living environment, specialized supports). We found that self-determination is affected by the severity of ID, and when this variable is controlled for, greater self-determination is mainly related to receiving occupational support and support for autonomy and independent living. Results also showed that, together with ID severity, occupational and psychoeducational support, as well as support for autonomy and independent living, were also predictors of the level of self-determination. In conclusion, this study confirms the importance of contextual variables in the development of self-determination in people with ID, placing the focus of intervention on social opportunities.

Students' self-determination as a psychological resource for self-realization in the process of studying at a university

The article presents a study of the possibilities of developing students' self-determination as a psychological resource for self-realization in the process of studying at a university. The object of the study was the phenomenon of self-determination. The subject of the study is the development of students' self-determination as a psychological resource for self-realization in the process of studying at a university. Using a theoretical analysis of approaches to the study of students’ self-determination in the learning process, the following components were identified: autonomy, self-expression, ability to self-government, meaningfulness of life, which formed the basis for the implementation of the psychological and pedagogical program as its components. The goal of the psychological and pedagogical program was to develop the components of self-determination as a psychological and pedagogical resource for the self-realization of students’ personality. The program was implemented with small groups of students of 15 people at meetings of the psychological club. The following methods were used as diagnostic research methods: “Self-determination test” by E.N. Aspen, modification of K. Sheldon’s self-determination scale; “Test of meaning in life orientations” D.A. Leontyev; test “Ability to self-government” N.M. Peysakhova. The calculation of Student's T-test for connected and disconnected samples was also applied. As a result of testing the program for the development of self-determination on the basis of the Center for Social Adaptation and Support of Psychological Health at the Federal State Budgetary Educational Institution of Higher Education "Amur State University named after Sholom Aleichem", statistically significant indicators of its effectiveness were identified, consisting in an increase in indicators of autonomy, self-expression, ability to self-government and meaningfulness of life in students participating in its implementation.

Digital platform for the support of organizational and pedagogical management of professional self-determination of future young scientists in innovative activities

Introduction. In the conditions of digitalization, the attention of scientists is shifting to solving the issues of introducing information technologies, crowdsourcing technologies, acceleration programs, and digital platforms into the organization of innovative activities. The organization of innovative activities using a modern digital environment will solve the problem of professional self-determination of future young scientists in higher educational institutions, research centers, universities of science. The purpose of the study implementation of the organizational and pedagogical potential of innovative project activities for the professional self-determination of future young scientists of the universities of the science city on the basis of its support by the developed accelerator of innovative projects. Materials and methods. The study was conducted based on the organizational and pedagogical condition defined by us as the support of the educational process by a digital ecosystem for practice-oriented interaction of students with employers and other interested social partners in the process of innovative project activities. 63 undergraduates enrolled in the program "Applied Informatics in the information sphere" took part in the experimental study. Statistical data processing methods (IBM SPSS Statistics program) were used to analyze the data obtained. Questionnaires, questionnaires, diagnostic materials were developed using Google Forms cloud computing technologies. Pearson's chi-squared test was used to process statistical data. When developing the accelerator of innovative projects, a functional modeling methodology was used, designed to formalize and describe processes according to the IDEF0 standard. The PHP scripting programming language was used as a tool for accelerator development. HTML markup language and cascading CSS and JavaScript style sheets are used for the visual design of the network service. Results. The implementation of the process of formation of professional self-determination of future young scientists in innovative activities was carried out in accordance with the developed model, which includes target; motivationalstimulating; content-activity; evaluative-effective components. The organization of innovative project activities was carried out using the accelerator of innovative projects. Calculations have shown that the differences in the levels of formation of professional self-determination of future young scientists in innovative activities in the experimental and control groups are significant (p < 0.05). Conclusion. It was revealed that the introduction of a special digital platform to support the pedagogical process of innovation management contributes to the development of professional self-determination of future young scientists, allows expanding the possibilities of cooperation between universities and enterprises to obtain new breakthrough technologies and innovative products in the process of joint research activities. Keywords: organizational and pedagogical conditions, digital platform, breakthrough technologies, networking, science city

Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability

This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.

Research of Motivation for the Development of Professional Self-Determination

The study aims to track how students' motivation for professional self-determining develops. The professional practice of specialists proves that their successful self-realization in the profession depends on the level of professional self-determination, their awareness of the subjective meaning of the chosen profession, and the development of professional and personal motivation. The paper focuses on the issues of motivational forming for future specialists' professional self-determining. Diagnostics allows for determining the reasons used by students in professional self-determination. Features of diagnosis of the state of development of motivation of professional self-determining university students are given. The concept of “professional self-determination of the individual” is revealed. The significance of motivation theories in fostering students’ professional autonomy is discussed. Developing students’ professional self-determining of motives indicators is highlighted. Finally, the outcomes of the diagnostic procedures are represented. According to the research results, it was established that the motivation for professional self-determination of university students indicates their desire for professional self-development and their awareness of the importance of the chosen profession. The development of students’ motivation occurs through the use of the following forms of learning in the educational process of the university: lecture classes (problematic, thematic, binary, lecture-conferences, lectures-visualization, lectures-disputes); seminar classes (interdisciplinary, search, seminars-discussions, seminars-round tables); business games, training, idea auctions, talk shows, project activities, etc.

Grotian Moments in the Law of Self-Determination: Law, Rhetoric, and Reality

Abstract Self-determination is one of international law’s most reviled and yet most important principles. The legal development of self-determination – or specific forms thereof – as a customary norm of international law has been shaped and spurred by key moments. These include the American and French declarations of 1776 and 1789, the conclusion of the UN Charter, and the General Assembly’s resolution 1514 (xv) in 1960. This article analyses whether, in characterising the effect of such moments, the label ‘Grotian’ moment adds meaningfully to the analysis. It concludes that the example of self-determination suggests that the ‘Grotian’ moment concept is not meaningfully illuminating; tending either to reduce to a slight of hand in favour of the so-called ‘Great Powers’, or alternatively to pathologise developments that would be amenable to standard forms of customary legal analysis.

Self-knowledge in the economic sphere as an aspect of teenagers' self-determination

Introduction. Awareness of oneself and one's position in various spheres of economic relations (as a person who satisfies one's own material and consumer needs) is an urgent problem due to the changeable norms and rules of economic life in the economy under reform, especially during the war. This problem appears all the more important in adolescence, when a person, who acquires the first experience of independent economic decisions, gets a legal right to work. Aim. To investigate the peculiarities of self-knowledge in the sphere of economic relations as a key aspect of the development of adolescents' economic self-determination in the modern economy. Methods. M. Semenov's Attitude Towards Money, N. Dembytska and O. Lavrenko's questionnaire for studying peculiarities of teenagers' economic self-determination. Results. The authors found out the regularities and peculiarities of economic self-determination of teenager high-school and university students. The process of self-knowledge in economic relations among adolescents is characterized by a tendency to complicate the semantic structures of economic consciousness from early to late adolescence as well as by a tendency to form a positive property identity. Conclusions. Self-reflection and self-awareness as an economic agent in adolescence plays a central role in the successful initiation and formation of the individual's position in the consumption, employment and property relations.

Moral orientations as a factor of family self-determination development of modern students

Introduction. The phenomena of the family-demographic crisis in modern society make it necessary to study socio-psychological factors determining the actualisation and development of family self-determination of young people in the context of digital socialisation. Within the framework of digital socialisation, an open and contradictory information space determines the nature of marriage and family ideas, which are the indicative basis for the implementation of family behaviour by young men and women.Aim. The aim of the research is to identify the features of family self-determination of Russian students, who have different moral orientations and personality types in adolescence and early adulthood.Methodology and research methods. The theoretical and methodological basis of the study consists of: cultural-historical theory of psychological development and the doctrine of a psychological age by L. S. Vygotsky; age and psychological approach to the analysis of mental development in ontogenesis; theories of family self-determination of the individual; the concept of personality orientation by B. S. Bratus; concepts of moral self-determination by A. B. Kupreichenko, A. E. Vorobieva, Q. Guo, P. Sun, M. Cai, X. Zhang, K. Song; theories of prosocial behaviour by K. R. Bell, C. J. Showers; L. Kamas, A. Preston. The study involved 490 students, mostly enrolled in the humanities educational programmes. To achieve the goal, the author applied theoretical and methodological analysis of scientific literature; methods of comparison, generalisation, concretisation; psychodiagnostic method and mathematical and statistical methods of data processing.Results. The conducted research has shown that the dominant moral orientation of the personality in adolescence and early adulthood is a peace-building orientation. As a result of comparative analysis of the structural and content characteristics of family self-determination depending on personal moral orientation at different stages of age development, general and specific features were identified. The invariant characteristic is manifested in the fact that in the humanistic orientation there is a high importance of the value of happy family life; in the peace-building orientation – the strength of roles claims in the sphere of social activity for the stability of marriage and family relations, the importance of such marriage motives as self-actualisation and security; the probability of marriage regulated by unproductive feelings of revenge increases in the egocentric orientation. Adolescence is a sensitive period to form a cognitive component of family self-determination of student youth through the development of spiritual and moral sphere. The period of early adulthood is the most sensitive for the development of value-emotional and regulatory-behavioural component of family self-determination as a result of purposeful education of humanistic and peace-building orientation of students’ personality.Scientific novelty of the research lies in the establishment of the connection between the moral orientation of the personality and meaningful characteristics of family self-determination of students in adolescence (17–19 years) and early adulthood (20–22 years).Practical significance. The research materials and findings can be used for creating the education programmes in the organisations of higher education and for planning measures to preserve and develop traditional family values in the youth environment.

SOCIAL SELF-DETERMINATION OF A SECONDARY SCHOOL STUDENT IN THE CONTEXT OF HUMANIZATION OF THE EDUCATIONAL PROCESS

We regard the social self-determination of senior secondary school students as the basis for their education as citizens of Latvia and citizens of Europe. This underpins the need to actualize the problem of social self-determination. The aim of the research is to determine the essence and structure of social self-determination of senior secondary school students and to identify the conditions for the development of social self-determination in secondary school students in the process of education. Research methods include observation, questionnaire, survey, comparison, experiment, and mathematical statistics. Research results are the following:- as a result of the study, there was determined the content and structure of social self-determination as a systemic personal formation, representing the relationship of two components: citizenship and intercultural identity; - the conditions for the development of social self-determination have been identified, including the humanization of the educational process based on a certain system of moral values and beliefs; - the key strategy for organizing the educational process has been suggested: changing the content of education by introducing a cultural component, which would contribute to a change in all structural components, from the goal to the result; - this implies a change in the procedural aspect of education: the organization of a personal cultural dialogue; the dialogue is regarded as the basis for communication in the pedagogical process; - the key values of secondary school students were determined in the process of a fact-finding experiment.

Beyond chaos and rigidity, flexstability

Chaos and rigidity are often used to describe problematic psychological states. If they are to be avoided, how does one conceive of a normative alternative? A midway compromise between chaos and rigidity seems unsatisfactory. This paper proposes that underlying chaos and rigidity are two dimensions of healthy human experience, those of stability (focus, routine, unity) and flexibility (exploration, novelty, diversity). Their union is possible, the optimal state of “flexstability”, a state in which individuals experience flexibility and stability simultaneously. Chaos can be now understood as flexibility without stability, and rigidity as stability without flexibility. These concepts may be arranged in a two-by-two “flexstability matrix” that suggests that normative psychological development navigates the extremes of chaos and rigidity and pursues the state of flexstability. The concepts of the matrix are applied to seven research areas in psychology: parenting styles, identity formation, development of mind, flow, creativity, emotional regulation and self-determination.

Perceptions of Importance and Reported Frequency of Instruction of Self-Determination by Teaching Assistants in New South Wales Schools

AbstractSelf-determination skills, including competencies such as decision-making, are regarded by parents and teachers as important for students with special needs. Although not necessarily regarded as appropriate, teaching assistants often take substantial responsibility for delivering educational programs to students and little is known about their perspectives on self-determination. Perspectives of teaching assistants may impact on their support of programs to enhance self-determination that are developed by teachers. Teaching assistants in New South Wales mainstream schools (N= 320) were surveyed regarding their views on the importance and frequency of instruction of seven competencies related to self-determination of students with special needs. Consistent with previous research, assistants rated all the competencies highly in terms of importance, but frequency of implementation was more variable. Moderate correlations were found between ratings of importance and frequency of implementation, suggesting that greater instructional time was devoted to competencies viewed as more important. Limited differences were found between assistants working at primary and secondary levels. Although features of the interactions of teaching assistants that can inhibit self-determination have been often identified in previous research, it is argued that, paradoxically, assistants may be well positioned to facilitate the development of self-determination with appropriate training and supervision. Directions for future research are identified.

ЦЕННОСТНОЕ САМООПРЕДЕЛЕНИЕ ПЕДАГОГА В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

The modern educational environment needs appropriate professionals in their field — teachers, teachers, educators. The rapidly developing world dictates its own rules. These rules make adjustments in all areas of public activity. Thus, new global trends prepare the ground for the implementation of new activities to develop the value self­determination of the teacher’s professional activity. Every academic year, a generation of young teachers comes to educational institutions who need correction and influence on their personal sphere. First of all, the value self-determination of a teacher’s professional activity is influenced by the surrounding world with its own tendencies and demands. There are many requirements for the personality of the teacher. Requirements such as: be creative, be able to adapt to any situation, immediately resolve conflict issues. And secondly, the immediate environment — the teaching staff and management — influences the personal sphere. The influence on the personal sphere of young specialists is carried out by the mentor and the leadership of the school. In the self-development of a teacher, the reading of scientific pedagogical literature has an impact on his personal sphere and value self-determination in the profession. It is in these literary sources that we can meet the names of important scientists: teachers, philosophers, psychologists, sociologists who dealt with the problem of the value self-determination of a teacher. This literature also reflects the significance of the teacher’s personality for modern society. The Professional Teacher Standard, in part 4.3, paragraph 17, describes: “The ability to form and develop universal learning activities, patterns and values of social behavior, behavior skills in the world of virtual reality and social networks, multicultural communication skills and tolerance, key competencies (according to international standards ) etc. “is the task of the teacher. Also, the teacher’s task is to create a favorable background for the development of value self-determination among students of an educational organization. This is defined by the document — “The concept of spiritual and moral development and education of the personality of a citizen of Russia.” The authors are A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov. The most important goal of modern domestic education and one of the priority tasks of society and the state is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia.

WALDORF PEDAGOGY AS A MEANS OF DEVELOPING THE SPHERE OF STUDENTS ‘FEELINGS IN THE PROCESS OF LABOR TRAINING

The article considers the current issue of pedagogy humanization on the ideas of ‘free upbringing’ as a system of self-development and self-knowledge of the individual in partnership with the teacher. It is established that Waldorf pedagogy has a leading focus on the development of not only students’ knowledge, skills, and abilities but also the formation of their sensory sphere, creativity, development of self-determination, and individual responsibility of students for their actions. It is proved that Waldorf pedagogy has significant potential as a means of developing the sphere of students’ feelings in the process of labor training. It is substantiated that learning, which takes place freely, without any spiritual and physical coercion, based on the child’s needs, creates the most favorable conditions for the discovery of their natural abilities and the development of inclinations. The peculiarities of anthroposophical upbringing and development, which comes from the nature of the child and takes place in three seven-year cycles: 7, 14, and 21 years, are revealed. The content and means of teaching for each seven-year cycle are determined. The peculiarities of the organization of the educational process according to Waldorf pedagogy are considered: the teaching of basic subjects is carried out by one teacher; pupils’ perception of educational material is based on the algorithm ‘see-experience-be surprised’; education without rigidly established content of educational programs and textbooks; disclosure of subject material to students of the world in such a way that with age a young person retains an interest in history, music, folk crafts, literature and the world around them; lack of a scoring system for assessing pupils’ academic achievements up to 8th grade, which allows pupils to be participants in the process of labor training, based on interest in learning about different types of work when feelings are formed in a comfortable mental educational space. The results of professional self-determination of graduates of Waldorf schools are described; they are guided by their own mental, spiritual, physical, and emotional abilities, inclinations, and interests, which in combination with personal context contribute to the formation of unique personalities.

A measurement of self-determination for people with intellectual disability: description of the AUTODDIS scale and evidences of reliability and external validity

Background: Appropriate supports and instructional practices contribute to the development of self-determination. Also, research shows that the promotion of skills related to self-determination has been linked to the achievement of desired outcomes over the different life stages. Advances in self-determination require the development of assessment instruments because there is a reciprocal relationship between assessment and instruction. The purpose of this paper is to provide a description of the AUTODDIS Scale, along with evidence of its reliability and external validity. Method: A sample of 541 people with intellectual disabilities aged from 11 to 40 was used to validate the scale. Results: The reliability results indicate that the AUTODDIS Scale shows high internal consistency. The total score and subscale scores indicate moderate inter-rater reliability. The scores were also moderately to highly associated with other related measures of self-determination and quality of life (QoL). Conclusion: Our results demonstrate that consistent and valid information can be obtained from the AUTODDIS Scale.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review.

The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Self-determination in Male Children with Intellectual Disabilities: Perceptions of Parents from Saudi Arabia

BackgroundSelf-determination is essential for improving the quality of life of individuals with disabilities. Prior research has indicated that parents’ values and practices are important in supporting the development of self-determination in their children. AimThe purpose of the study was to examine Saudi Arabian parents' values and perceptions regarding the importance, performance, and provision of self-determination opportunities to their high school male children with and without intellectual disability. MethodsThe participants were 133 parents of high school children (76 parents of a child without disabilities and 57 parents of a child with intellectual disabilities, accounting for 57.1% and 42.8%, respectively). Data were collected using a self-report questionnaire. Descriptive statistics and independent samples t-tests were used to understand parents’ perceptions of and behaviors related to self-determination. ResultsThe results revealed no significant difference in the ratings of the importance of self-determination between the two groups of parents. Parents of children with intellectual disabilities rated their child’s self-determination performance lower and provided fewer opportunities to improve their children’s self-determination. ConclusionThe results suggested that self-determination skills were valued in Saudi Arabia, highlighting that disability may affect the performance and opportunities to practice self-determination.