Self-determination Construct Research Articles

Preliminary Reliability and Validity of the Self-Determination Inventory: Student Report French Translation.

There is a strong and growing focus on self-determination in French-speaking countries, and this pilot study reports the technical adequacy of the Self-Determination Inventory: Student Report (SDI:SR) French Translation. Data were collected with 471 French-speaking youth with and without disabilities in Canada (Quebec), Switzerland, France, and Belgium. Key findings showed it was feasible to use 20 (of 21) items to represent the self-determination construct in the French-speaking sample. The same set of items function in the same way across students with and without disabilities, and students with disabilities descriptively scored lower. Overall, this study provides promising evidence for reliability and validity of the SDI:SR French Translation and suggests ongoing development and larger-scale testing of the SDI:SR French Translation is warranted.

Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire.

Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers' development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers' professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS. The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Teachers' autonomy support and teacher-student relation can positively impact the students' psychological factors and enhance students' learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers' negative stress and mental health consequences. This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.

Self-Determination assessment and evaluation in Romanian adolescents: preliminary psychometric properties of the ARC’s self-Determination scale

ABSTRACT Research in self-determination has expanded in recent years, especially in the special education field. Instruments to measure self-determination in students with disabilities are not available in the Romanian language, and this issue has led to the development of the current study, a cultural adaptation , and validation of The ARC’s Self-Determination Scale which provides a strong psychometric measure of self-determination. Based on the Functional Model of Self-determination, this scale is designed to measure the four components of self-determination construct and global self-determination in students with disabilities. This pilot test study aims to explain the cultural adaptation and validation process of The ARC’s Self-Determination Scale for use in the Romanian research context and the educational approach. The participants’ sample for the validation process of the scale comprised 275 young students with learning disabilities, and mild and moderate intellectual disabilities, the participants were ranging ages from 11 and 19 years old (M = 14.93; SD = 1.47). Through the structuraequation modeling approach, the estimation of the latent model fit provided evidence of internal validity of the scale, demonstrating the adequacy to measure self-determination in adolescents with mild and moderate intellectual disabilities. The values of internal consistency coefficients and validity characteristics are discussed. .

Arabic Version of the Arc's Self-Determination Scale for Saudi Female Adolescents with Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities

AbstractThere is limited recognition of the concept of self-determination in Middle Eastern cultures. Consequently, there are no adapted measures of self-determination for Arabic adolescents with intellectual disabilities, learning disabilities, or multiple disabilities (intellectual disability and physical impairment). The purpose of this study was to examine the internal consistency reliability and construct validity of a translated and adapted version of the Arc's Self-Determination Scale. The participants in this study were 364 Saudi female adolescents between 14 and 22 years old who had intellectual disabilities, learning disabilities, or multiple disabilities and were enrolled in educational organizations in Saudi Arabia. An Arabic version of the Arc's Self-Determination Scale was translated and back-translated by the researchers and then refined and validated by a panel of experts. The translated and adapted Arc's self-determination scale was administered to the participants by their teachers at their schools. Thirty-four items were deleted from the scale, and seven items were modified by the researchers because they were culturally inappropriate. Factorial analysis showed proof of construct validity. The findings of this study showed that the translated and adapted version of the Arc's Self-Determination Scale is a validated assessment within Saudi culture; however, further validation studies with larger samples are needed. This study replicated the findings of previous studies with an international sample and confirmed the universality of the concept of self-determination as well as differences in the operationalization of the self-determination construct across cultures.

Arabic Version of the Arc's Self-Determination Scale for Saudi Female Adolescents with Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities

Abstract There is limited recognition of the concept of self-determination in Middle Eastern cultures. Consequently, there are no adapted measures of self-determination for Arabic adolescents with intellectual disabilities, learning disabilities, or multiple disabilities (intellectual disability and physical impairment). The purpose of this study was to examine the internal consistency reliability and construct validity of a translated and adapted version of the Arc's Self-Determination Scale. The participants in this study were 364 Saudi female adolescents between 14 and 22 years old who had intellectual disabilities, learning disabilities, or multiple disabilities and were enrolled in educational organizations in Saudi Arabia. An Arabic version of the Arc's Self-Determination Scale was translated and back-translated by the researchers and then refined and validated by a panel of experts. The translated and adapted Arc's self-determination scale was administered to the participants by their teachers at their schools. Thirty-four items were deleted from the scale, and seven items were modified by the researchers because they were culturally inappropriate. Factorial analysis showed proof of construct validity. The findings of this study showed that the translated and adapted version of the Arc's Self-Determination Scale is a validated assessment within Saudi culture; however, further validation studies with larger samples are needed. This study replicated the findings of previous studies with an international sample and confirmed the universality of the concept of self-determination as well as differences in the operationalization of the self-determination construct across cultures.

A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences

The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/ differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of self-determination, approximately 65%, was explained by the predictors (R2 = 0.65, F(4, 22)=10.01, p <.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development. Subscribe to LDMJ

Self-Determination and Creating a Society for All

Just societies – societies for all – are established based upon principles such as those articula¬ted in the United Nations Convention of the Rights of Persons with Disabilities, including “respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons,” as stated first in the CRPD general principles. This article asserts that at the heart of achieving principles such as these and, ultimately, to achieve just and inclusive societies, we must focus on enabling and empowering people with disabilities to become self-determined. The article provides an overview of the use of the self-determination construct, its application in the disability context, its development, and briefly examines research pertaining to self-determination and youth and young adults with disabilities. The chapter concludes with a return to why self-determination is important to establish societies for all.

What do stakeholders understand by self-determination? Consensus for its evaluation.

Advances in international studies on self-determination point out the need for continuous efforts to deepen its understanding and implications. The aim of this study is to obtain a comprehensive pool of items to operationalize the self-determination construct that serves as a starting point towards a valid instrument based on the reports of others. We conducted a Delphi study of three rounds involving three panels of experts: ten professionals, five people with intellectual disability and six relatives of people with intellectual disability. Data analysis required both qualitative and quantitative methods. The initial pool of 131 items was refined through the different rounds to a final set composed of 115-some were removed and new ones were added. Content-based evidence is provided. In this study, the present authors generated a potential valid pool of items to develop a new measurement tool based on the latest advances on the self-determination theoretical framework. The implications for future research focus on strengthening the knowledge of self-determination.

Exploring the impact of disability on self-determination measurement

BackgroundSelf-determination is a psychological construct that applies to both the general population and to individuals with disabilities that can be self-determined with adequate accommodations and opportunities. As the relevance of self-determination-related skills in life has been recently acknowledged, researchers have created a measure to assess self-determination in adolescents and young adults with and without disabilities. The Self-Determination Inventory: Student Report (Spanish interim version) is empirically being validated into Spanish. AimsAs this scale is the first assessment addressed to all youth, further exploration of its psychometric properties is required to ensure the reliability of the self-determination measurement and gain further insight into the construct when applied to youth with and without disabilities. MethodsMore than 600 participants were asked to complete the scale. The impact of disability on the item response distributions across the dimensions of self-determination was explored. OutcomesDifferential item functioning (DIF) was found in only 5 of the scale’s 45 items. Differences primary favored youth without disabilities. ConclusionsThe weak presence of DIF across the items supports the instrument’s psychometrical robustness when measuring self-determination in youth with and without disabilities and provides further understanding of the self-determination construct. Implications and future research directions are also discussed.

A cross-cultural comparison of the self-determination construct in Italian and American adolescents

The functional theory of self-determination (fSDT) defines and operationalises self-determination within a human agentic context. It emerged from research on adolescents with disabilities, however has been increasingly applied to youth without disabilities. While comparability has been evaluated in youth with and without disabilities, it has not been explored across cultures. The purpose of this study was to explore the cross-cultural comparability of the fSDT in a sample of Italian and American adolescents. We were specifically interested in examining the universal aspects of the self-determination construct, as well as specific differences in the operationalisation of self-determination across cultures. The findings tentatively suggest that the construct of self-determination is comparable across Italian and American adolescents; however, there are specific differences in the measurement and operationalisation of self-determination across cultures. Directions for future research are discussed.

Culture and Self-Determination: A Synthesis of the Literature and Directions for Future Research and Practice

Self-determination has received significant attention in the special education field, but scholars’ knowledge of how culturally and linguistically diverse learners and their families perceive interventions to promote self-determination remains limited. Understanding how the construct is perceived in diverse cultures is critically important given the growing diversity of society. This article reviewed existing research and scholarship examining the relation between culture and self-determination in students with disabilities. In all, 10 theoretical, review, and research articles that specifically addressed this topic were identified. Generally, the body of scholarship suggests that the self-determination construct could have universal value if a flexible framework that considers cultural and systems-level variables is utilized to develop individualized interventions. Implications for future research and practice are discussed.

Personal Self-Determination and Moderating Variables that Impact Efforts to Promote Self-Determination

The purpose of this second article in the special topic issue from the National Training Initiative on Self-Determination is to provide detail with regard to how we understand the self-determination construct and to discuss moderator variables and how such variables impact the design and implementation of interventions to promote self-determination. Moderator variables are baseline factors that define subgroups with greater versus lesser intervention response. That is, they are factors that need to be taken into account, a priori, when designing interventions so that the intervention might address unique needs or characteristics of the people for whom the intervention is intended.

Understanding the Construct of Self-Determination

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.

Beyond Self-Determination: Causal Agency Theory

Promoting and enhancing the self-determination of children, youth, and adults has become a priority in several disability-specific disciplines, including special education, vocational rehabilitation, and community-based services and supports. The construct has a rich and complex history tied to its multiple meanings and, unfortunately, that complexity has resulted in confusion and misunderstanding associated with the constructs application in these fields. This paper provides a comprehensive examination of the self-determination construct and presents Causal Agency Theory as a theoretical foundation to move beyond confusion associated with the broader self-determination construct.

Enhanced self-determination of adults with intellectual disability as an outcome of moving to community-based work or living environments.

In recent years, the self-determination construct has received increased international visibility and utilization in the field of intellectual disability (ID). This has resulted in efforts to promote skills enhancing self-determination, and in efforts to change how adult services are funded to allocate resources to increase consumer control and direction. An important component to consider in both of these efforts is the role of the environment on self-determination. The present study examined the self-determination, autonomy and life choices of individuals with ID before and after they moved from a more restrictive work or living environment. The self-determination of adults with ID was measured for an average 6-months before and after a move from a more restrictive living or working environment to a community-based setting. Paired-sample t-tests indicated that there were significant changes, in each case in a more adaptive direction, in self-determination, autonomous functioning and life choices following a move to a less restrictive environment. The present findings contribute to emerging evidence that the self-determination of individuals with ID is limited by congregate living or work settings which limit opportunities for choice and decision-making. Alternatively, more normalized, community-based environments support and enhance self-determination. Because self-determination has been linked to positive adult outcomes and enhanced quality of life, it is important to consider ways to enable people with ID to live and work in their communities.