Development Of Self-determination Research Articles

Autodeterminación en personas con discapacidad intelectual y del desarrollo: revisión del concepto, su importancia y retos emergentes

Los avances en la conceptualización de la discapacidad intelectual y el auge de movimientos de autodefensa y empoderamiento han influido, indudablemente, en la comprensión e importancia de constructos como la autodeterminación. En este trabajo el objetivo central es aportar una actualización sobre la forma de entender el constructo y la importancia del desarrollo de la autodeterminación en los diferentes contextos de vida de las personas y, en concreto, de las personas con discapacidad intelectual. Igualmente, se complementa dicha actualización del estado de la cuestión mostrando los resultados obtenidos en un estudio en el que se exploraban las percepciones de las propias personas con discapacidad, sus familiares y los profesionales que trabajan con ellas sobre la importancia que otorgan a la autodeterminación. Todo ello permite poner de relieve las necesidades y retos que los profesionales y familiares se encuentran para transformar esa importancia atribuida a la autodeterminación en la creación de oportunidades para su promoción. Se discute sobre la necesidad de seguir ahondando para conocer y dar respuestas a dichos retos.

Norwegian municipal rehabilitation services in transition

Background: Intending to meet increased demands of health care services due to the demographic change with an increasing elderly population, Norwegian municipalities along with many other western countries over the last couple of years have increased responsibility for providing rehabilitation services. The services include integrated homebased rehabilitation and institution- based rehabilitation services. The purpose of this study: How have workforces from the primary healthcare services experienced an increased responsibility for somatic rehabilitation? Methods: The study was based on qualitative research methods. We conducted five focus-group interviews with 25 participants with professional backgrounds in nursing, health care practitioner, occupational therapy and physiotherapy. In analysis, we used Systematic Text Condensation. Theory: We applied Self-determination Theory as a theoretical perspective to illuminate the impact of the workers’ experience of autonomy, relatedness and competence on their contribution to the ongoing change in the rehabilitation field. Results: The participants from home-based rehabilitation and institution-based rehabilitation expressed diverging level of self-determination and different opportunities of mobilizing competence. All participants described that more clients needed rehabilitation, and perceived an increased focus on home-based rehabilitation. The participants working in rehabilitation institutions experienced that institution-based rehabilitation services were less prioritized, less autonomy and influence on the daily operations, and that their professional competence was not appreciated. They reported a need for increased competence in rehabilitation among clients, the clients’ relatives and collaborators. They expressed multidisciplinary integration within their team and institution, but less connection to other municipal rehabilitation services. Participants working with home-based rehabilitation experienced being involved in the development of services, and that management and other collaborators appreciated their competence. They expressed affiliation to a larger unit than participants from institution- based rehabilitation. They called for improvements of routines, but perceived improved collaboration with other professionals. The identified differences may possibly be explained by lack of integration of institution-based and home-based municipal rehabilitation services when increasing efforts on developing home-based rehabilitation services. Conclusion: We identified different perceptions of influence and mobilizing of competence between informants from homebased and institution-based rehabilitation services that might influence the workers well-being, enthusiasm and motivation for work. Efforts should be made to ensure integration of institution-based rehabilitation in the ongoing development of municipal rehabilitation services and facilitate development of self-determination and mobilization of competence.

Fonoaudiología y derechos humanos

La fonoaudiología o logopedia es una profesión adscrita a las áreas de la salud y de la educación, cuyo objetivo es optimizar la capacidad del individuo para comunicarse eficientemente y realizar adecuadamente funciones orales no verbales. Este profesional debe considerar diversos principios bioéticos en su actuación en los espacios de salud, a fin de asegurar un acceso equitativo a los usuarios de los servicios y una efectiva presencia de los valores éticos involucrados en las acciones dirigidas a ofrecer instancias u oportunidades reales para el desarrollo de la autonomía y la autodeterminación. En este trabajo se analiza cómo esta disciplina desarrolló nuevos paradigmas como respuesta a un cambio social marcado por una nueva fuerza moral, ética, social y sobre todo de solidaridad colectiva que impulsó transformaciones y acciones en el siglo XX, lo que se concretó en un enfoque de la praxis fonoaudiológica basado en los derechos humanos. Este ofrece estrategias y soluciones que permiten afrontar y corregir las desigualdades, las prácticas discriminatorias y las relaciones de poder injustas que pueden presentarse en los contextos sanitarios. El método de búsqueda de la información cubrió los archivos de documentos oficiales de instituciones latinoamericanas que representan al fonoaudiólogo y documentos disponibles en línea a través de las palabras claves. Se observa que los Códigos de Ética de la fonoaudiología contemplan los supuestos claves de la declaración de los derechos humanos y documentos subsiguientes a ella relacionados

Personal autonomy as a key factor of human self-determination

The article presents the research on psychological factors of personal autonomy as a self-determination need and as a component of psychological well-being. The analysis was carried out in two directions: within in the theory of self-determination and within the theory of psychological well-being.
 The greatest influence on autonomy development as a self-determination need have such predictors as goals in life, challenge, self-efficacy, self-acceptance, self-assurance, locus of control-life, locus of control-Self. Predictors that positively affect autonomy as a component of psychological well-being are: self-acceptance, acceptance of aggression, self-confidence, creativity, control, self-esteem.
 The article determines that autonomy as a self-determination need is based not only on self-acceptance with all advantages and disadvantages, but also on existence of a goal in life and personal internal powers to achieve this goal. Autonomy, as it is understood in the theory of psychological well-being, is a necessary, but insufficient condition for self-determination. For formation and development of self-determination it is necessary to have a life purpose that gives meaningfulness to human life.

Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience

With growing evidence demonstrating the impact of undergraduate research experiences on educational persistence, efforts are currently being made to expand these opportunities within universities and research institutions throughout the United States. Recruiting underrepresented students into these programs has become an increasingly popular method of promoting diversity in science. Given the low matriculation into postsecondary education and completion rates among Native Americans, there is a great need for Native American undergraduate research internships. Although research has shown that Western education models tend to be less effective with Native populations, the implementation of indigenous epistemologies and pedagogies within higher education, including research experiences, is rare. This study explores the applicability of a cognitive apprenticeship merged with an indigenous approach, the Circle of Courage, to build a scientific learning environment and enhance the academic and professional development of Native students engaged in an undergraduate research experience in the health sciences. Data were drawn from focus groups with 20 students who participated in this program in 2012–2014. Questions explored the extent to which relational bonds between students and mentors were cultivated as well as the impact of this experience on the development of research skills, intellectual growth, academic and professional self-determination, and the attachment of meaning to their research experiences. Data were analyzed via deductive content analysis, allowing for an assessment of how the theoretical constructs inherent to this model (belonging, mastery, independence, and generosity) impacted students. Findings suggest that engaging Native students in research experiences that prioritize the needs of belonging, mastery, independence, and generosity can be a successful means of fostering a positive learning environment, in which students felt like significant members of a research team, developed a greater understanding and appreciation for the role of science in education and its various applications to socially relevant health issues, made more informed decisions about a career in research and the health sciences, and worked toward improving the health and well-being of others while also inspiring hope among their people back home. This study represents an extension of the application of the Circle of Courage to an undergraduate research experience and provides evidence of its ability to be used as a framework for cultivating Native scientists.

Contribution des médiations végétales à l’autodétermination dans des situations pathologiques

ObjectiveThis paper shows how the mediation of the plant world through immersion in and reconnection with it can contribute to the development of self-determination in pathological situations. MethodOn the basis of a literature review, the article identifies and analyses different experimental situations. It is structured in three parts, presenting the use of the mediation of plants and trees and its influence on self-determination in what we think, what we do and of who we are. ResultsThe plant world is naturally perceived as an external entity, thus providing a environment favorable to the self-determination of individuals in different pathological situations. It also possesses an internal resonance in humans, which is developed here in an innovative method of mediation specific to the tree. DiscussionBy integrating the complex process of mediation by the plant world, it is possible to propose a process of accompaniment of people in situations of post-pathological stress. ConclusionMediation using the world of plants is an important issue in the accompaniment of different therapeutic approaches. More research is needed to identify and better understand the processes involved.

Immigrant Families' Perceptions of Fostering Their Preschoolers' Foundational Skills for Self-Determination

AbstractSupporting the development of students' self-determination, or ability to act volitionally in order to be the primary causal agent in one's life, is one way to increase students' success in inclusive educational environments. The purpose of this study was to explore the attitudes of immigrant families toward the concepts of self-determination and, in particular, the skills that young children with disabilities may need as a foundation for future self-determination. In this qualitative interview study, we examined 10 immigrant families' perceptions of the importance of fostering their preschool children's development of foundational skills leading to later self-determination (i.e., choice-making, engagement, and self-regulation), their roles in doing so, and factors that affected their intentional fostering of these skills. Findings showed that participants valued fostering these skills in general but espoused a variety of perceptions of their roles in doing so. Factors affecting families' intentional fostering of these skills included stress related to finances, social isolation, parenting style, family systems, school and home incongruence, and a desire to protect children. Implications for inclusive practice and research are discussed.

Personal characteristics and school contextual variables associated with student self-determination in Spanish context

ABSTRACTBackground: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the intervention is to be successful.Methods: The purpose of this study was to examine the degree to which several personal factors and school characteristics affect and explain students’ self-determination. A total of 232 students with intellectual disability from Spain participated. Their self-determination level was assessed by the ARC-INICO Scale.Results: Students with moderate levels of intellectual disability obtained significantly lower scores on self-determination than their peers with mild intellectual disability. There were significant differences in relation to the level of support needs and their experience with transition programs. The level of support needs was a significant predictor.Conclusion: These findings contribute to current research in this field and practical implications were discussed.

CHARACTERISTICS OF SELF-DETERMINATION OF STUDENTS WITH DISABILITIES

The article describes the psychological characteristics of students with disabilities. Their individual psychological characteristics are identified and they indicate the existence of effective models of interactions with their social environment, adequate self-acceptance, enough active life philosophy in such students. The article determines that such personality formations as life goals, personal autonomy, desire for personal growth, self-confidence are the most important for the development of self-determination of students with disabilities.

THE OPPORTUNITIES OF INTERNET ENVIRONMENT OF CYBERSPACE FOR PERSONAL SELF-DETERMINATION OF YOUTH

The study was conducted in the context of personal self-determination of youth in the process of cybersocialization, which proceeds under influence and as a result of the using of modern Information-communication technologies. And this problem is the one of the most important problems of modernity. In order to reveal opportunities of internet environment of cyberspace for personal self-determination of youth we suggested that there were differences between young people with different levels of readiness for self-determination in the using of opportunities of internet environment in development of self-determination. It was found that persons with an average level of readiness for self-determination more effectively use possibilities of internet environment of cyberspace for personal self-determination than persons, who have low level and high level of readiness for self-determination.

Модель развития самодетерминации как основа профилактики зависимого поведения подростков в современных образовательных организациях

The article presents the analysis of the current domestic research of the problem of self-determination. It is shown that adolescence is a sensitive period for the development of self-determination, but there are not enough studies of its dynamics at this age and ways of the formation. Self-determination is considered in the article as the opposite of addictive behavior, which makes it a resource in terms of prevention of pathological dependencies. Therefore, the proposed approach to optimization of the system of prevention in educational institutions through the development of self-determination in adolescence, based on the development of the spiritual fulfillment of the individual as the main stage of formation of the self. A model of interaction between education experts in the course of prevention of addictive behavior in educational organizations, reflecting the main stages of development of self-determination in the course of maintenance work.

The Need to Learn according to Psycho-Didactic Approach: Self-Determination and Student’s Performance in Physical Education Realm

This case study is of a two-fold purpose: 1) to examine students’ self-determination (SD) in physical education (PE) with construction and validation of (SD) Questionnaires; and 2) to analyze the relationships between students’ SD and performance, in order to improve performance and self-efficacy in physical education. A first study step concerned the development of a SD Questionnaire to be answered by the chosen population. Factor analyses were conducted to determine the underlying structure of the SD. The confirmatory factor analyses were used to assess the reliability and the validity of the Questionnaire. In a second study step, correlation tools were used to evaluate relation-ships between SD and performance in physical education activities. Then, a deductive study was undertaken in order to test models of predictors’ performance and check analyses of measured performances in physical activities. Exploratory and confirmatory factor analyses suggested that the final items version of SD Questionnaire is represented by seven variables. These have been labeled: (autonomy, self-regulation, intrinsic motivation, a motivation, strategy, attraction activity and self-efficacy). The SD items display satisfactory internal consistency values with (α = 0.73). Overall, performance was significantly correlated with SD. The major subscales of (SD) are interrelated and closely tied to performance. A good correlation can be observed between self-determination domain and performance. Thus, the SD Questionnaire provides a useful method to study the student’s perceptions and representations, and their intention in physical activity performance, in order to predict the self-efficacy in improving the performance and, in turn, the development of self-determination in physical education.

International Law and the Right of Indigenous Self-Determination: Should International Norms be Replicated in the Canadian Context?

In international law Indigenous self-determination is often given different meaning and content than in the Canadian domestic context. However, there is no firm agreement on what Indigenous self-determination entails. This paper argues that Indigenous self-determination is the right of Indigenous to choose how they live their shared lives and structure their communities based on their own norms, laws, and cultures. It includes the freedom and equal human right to control one's destiny, usually in the context of communities. More specifically, this article argues that in the Canadian context, Aboriginal communities constitute peoples, and therefore, should be accorded the right of self-determination as defined by international law. Following a brief historical analysis of the development of Indigenous self-determination in international law, the paper includes a closer examination of the concept of self-determination, particularly from the standpoint of internal versus external forms. This leads to an application of self-determination to peoples, including legal analyses of who constitutes peoples under international and Canadian common law. In so doing, the relevant defining features of peoples and the right of peoples to self-determination are defined in the Canadian context.

Adolescents’ Views on Celebrity Worship: A Qualitative Study

A phenomenological study was conducted to explore the experiences of celebrity worshipers in Malaysia in order to identify the factors motivating celebrity worship, the meanings and impact gained from the worship experience. A purposive sample of 15 adolescents who identified themselves as celebrity worshipers, were interviewed. Thematic analysis revealed that 3 major factors influenced participants to become celebrity worshipers: celebrity products, personal characteristics of the celebrity, and peer influence. Also, the themes that emerged that described participants’ perceived impact of celebrity worship included emotional impact, development of strong self-determination and cultural awareness, and the enhancement of personal and social relationships. Generally, adolescents did not think there was a negative impact of their worship experiences. The study has revealed insights into how celebrities play an important role by inspiring young generation in positive ways.

The Right of Self-Determination: Its Emergence, Development, and Controversy

This paper discusses the right of self-determinationfrom international law and international human rights law perspective. It traces the emergence and development of self-determination from political principle to human right. It also explores the controversy of the right of self-determination. There have been different and even contradictory interpretations of the right of self-determination. Besides, there is no consensus on the mechanism to apply the right of self-determination. Both international law and international human rights law are vague about this.

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

This study examined the influence of enrollment on the development of self-determination in a Montessori middle school. Bounded by self-determination and student voice theory, this research was designed to give voice to students, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education.Based on the analysis of narrative major themes indicated the importance of autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student-centered learning environment.

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship Between Student Perceptions of School and Family Support and Self-Determination

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school and family support was positively related to self-determination. Disability group and gender were significant contributors to level of self-determination of students whereas age and race/ethnicity were not. Implications for practice include a discussion of ways in which schools can provide collaborative opportunities for the development of self-determination that are sensitive to individual youth differences.

Age-Oriented High School Model: Implementation Outcomes

In the age-oriented model, the high school aims to provide conditions for students to identify themselves as capable of goal setting and achievement and to get prepared for self-determination in learning and life. The model was implemented in Univers Gymnasium of Krasnoyarsk. The experimental and control groups of students were surveyed twice — at the end of Grade 9 and at the end of Grade 11—using a battery of diagnostic methods to evaluate how the model prepared high school students for self-determination. The experimental group included high school students from Univers, and the control one covered students of two neighboring schools. The study revealed significant differences between the groups in every component of preparedness for self-determination: motivation and needs, cognition, and application. Thus, development of self-determination, world outlooks and moral conscience among students is possible and shows better performance in institutions based on the age-oriented model.

САМОДЕТЕРМИНАЦИЯ КАК ПРЕДИКТОР УСПЕШНОЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

The purpose of the paper is to review the results of the research focused on the study of the personnel motivation through the context of the theory of self-determination of E. Deci and R. Ryan, which is currently one of the most conceptually developed and relevant motivational theories in psychology. While considering the works, the author analyzed the factors that can be considered as the key factors for effective professional activity: the subjective well-being, the ability to display initiative and self-fulfillment, the balance between the work and family self-efficacy. Meeting the basic needs for the competence, autonomy, and interrelations with other people considered as the key needs in the self-determination theory of E. Deci and R. Ryan is the important prerequisite for the optimum performance of an employee. The author identified the individual types of professional motivation, and, based on the theory of causal orientations, considered the features of personnel management, which cause the development of a particular type of motivation. The development of internal autonomy and self-determination, which influence allows a person to recognize his or her own personal characteristics and to develop in harmony with them, gives the best results. It is caused by the fact, that the predominance of internal motivation gives the sense of initiative and the ability to influence the surrounding reality, to change the vector of own lives’ orientation. Professional motivation developed in accordance with the self-determination theory is the important predictor of job satisfaction, subjective well-being, job involvement and organization’s loyalty. The paper gives the results of the studies whose aim was to develop the complex of recommendations for practical implementation of managerial measures aimed at the increasing of the employees’ self-determination as the main predictor of high performance of work activities.

САМОДЕТЕРМИНАЦИЯ ПЕДАГОГА И ЦЕННОСТНООБРАЗУЮЩИЕ КОНТЕКСТЫ ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ

The paper proves the methodological unity of such constructs as “self-determination of a teacher” and “self-determination of educational activity” in terms of agent-pragmatist and existentially humanistic approaches to the interpretation of the agent-to-agent axiological essence of educational activity in specific conditions of modern education trends. The author studies the priorities of modern humanistic education in the broad context of student-focused (motivational-notional and value generating) education in an ever-changing socio-cultural situation. The author discusses the phenomenological content of self-determination of the subject of educational activity as an implicitly given characteristic of the teacher’s professional activity, which initiates positive creative development and self-development based on humanistic principles of co-operation, dialogue, self-expression, facilitation, and freedom of choice of an individual. The author emphasizes the importance of self-determination analysis as an integral phenomenon of educational activity, based on the values and meanings of the agent-to-agent model of humanistic education, where self-determination is embodied in the intentional, reflective, regulatory, behavioral, attribute characteristics, the essence of which is interrelation and interdependence of the internal and external processes that express the peculiarity of personal, social, educational, and vocational manifestation of a teacher. The analysis of self-determination phenomenon is carried out according to primary objectives of innovative development of education and teaching activities. Particular attention is paid to the psychological and pedagogical analysis of the structure of self-determination of the agent’s educational activity defining a composition of teacher’s basic needs based on modern concepts of self-determination: vocational and educational autonomy, teacher’s professional competence and agent-to-agent relations in interaction with the participants of the educational process. It is emphasized that self-determination of a teacher is such a professional activity that transforms the image of a professional teacher determining the dynamic component of the psychological meaning and social context of educational activity aimed at the transformation of both inner world of a teacher and the surrounding socio-cultural reality. The paper presents a variety of scientific positions towards the issue of self-determination and the problem of self-determination influence on the personal and professional development of a teacher. The study describes the current state of self-determination problem. The author comes to the conclusion that the formation of the agent characteristics of a teacher and the development of self-determination of educational activity is a key focus of the theoretical and practical aspects of education.