Self-determination Of Adolescents Research Articles

Nature Playscapes as Contexts for Fostering Self-Determination

The physical environment plays a significant role in the development of selfdetermination. More specifically, natural environments in early childhood education can instill both competence and a sense of overall well-being in children. Research on self-determination in adolescence and adulthood is well-studied; however, little attention is focused on the conditions or contexts that elicit this outcome in children. Flexible, sensory-rich environments empower children to exercise preference, problem-solving, self-regulation, and engagement. The purpose of this research is to demonstrate how child-directed play within intentionally designed nature playscapes fosters self-determination. Analysis of the affordances of a 1.6 acre nature playscape, created to accommodate young children, highlights the role of open-ended play structures and loose parts. Observational video captured a diverse sample of 65 preschool children engaged in child-directed play. Descriptive vignettes portray instances of problem-solving, self-regulation, and engagement and provide a discussion point for the relationship between the affordances of natural learning environments and the development of self-determination.

Профессиональное самоопределение современных подростков: проблемы и пути их решения

Professional self-determination in adolescence for many years has been one of the hot topics of psychological theory and practice. Research in the field of personal and professional self-determination, career choice, continues to be a priority. Professional self-determination is part of the general process of socialization of adolescents, a necessary condition for their success and competitiveness in today's socio-economic realities. And it raises the question of what should be psychological and educational support in these conditions? Problems of career choice are considered on three sides: in the context of the social situation in which there are modern teenagers; from the perspective of adolescents themselves, choosing the profession; taking into account the peculiarities of psycho-pedagogical support of professional self-determination of teenagers nowadays. Analysis of problems leads us to the possible ways of solving them, and the need to build a new model of career guidance.

Nature Playscapes as Contexts for Fostering Self-Determination

The physical environment plays a significant role in the development of self-determination. More specifically, natural environments in early childhood education can instill both competence and a sense of overall well-being in children. Research on self-determination in adolescence and adulthood is well-studied; however, little attention is focused on the conditions or contexts that elicit this outcome in children. Flexible, sensory-rich environments empower children to exercise preference, problem-solving, self-regulation, and engagement. The purpose of this research is to demonstrate how child-directed play within intentionally designed nature playscapes fosters self-determination. Analysis of the affordances of a 1.6 acre nature playscape, created to accommodate young children, highlights the role of open-ended play structures and loose parts. Observational video captured a diverse sample of 65 preschool children engaged in child-directed play. Descriptive vignettes portray instances of problem-solving, self-regulation, and engagement and provide a discussion point for the relationship between the affordances of natural learning environments and the development of self-determination.

Подросток как субъект самоопределения: ресурсы и риски

We present research data reflecting the problem of resources and risks of adolescent as a subject of self-determination. We show the main features of the personality of a modern teenager. We provide a detailed description of factors that determine the content and direction of socialization at this age. We reveal the determination of conflicts in adolescence. We examine the role of teenager and virtual environment interaction in the formation of self-presentation of a developing subject. We analyze the empirical results of studying features of value orientations and self-esteem of the modern teenagers. We describe the specific effect of self-esteem type and content of value orientations on choosing ways of self-determination at this stage of development of the subject. We reveal the basic vectors of social activity as a factor of self-determination in adolescence. We present a model of psychological support program of adolescent's personality development, which includes the following components: motivational, axiological, informative, instrumental, reflexive, projective.

Role of parental autonomy support on self-determination in influencing diet and exercise motivation in older adolescents

Parental influence to promote autonomy and self-determination in their children as they grow up may also motivate them to exercise and eat healthily. Unfortunately, nutritious dietary consumption and physical activity frequency tend to decline during the adolescent years and reaches its lowest level as the adolescent nears adulthood. In this study of 132 freshman and sophomore college students, the influence of parental autonomy support on overall ado - lescents self-determination was examined to determine whether self-determination influences adolescents' motivation to engage in healthy diet and exercise behaviors. Utilizing hierarchical multiple regression analyses, parental autonomy support was not predictive of older adolescents' motivation for diet and exercise; however, study results did indicate that parental autonomy sup- port remains highly influential in adolescent self-determination (F(2, 130) = 22.21; P = 0.001) during early college years and that in this sample, adolescent self-determination is predictive of motivation for diet (t = 2.21; P , 0.05), but not exercise. Findings suggest that parental autonomy support continues to influence adolescent internalization of attitudes and behaviors during lat - ter adolescence, but may play a lessor role in motivation for specific health-related behaviors as the adolescent nears adulthood. A better understanding of health motivation antecedents of

Establishing a Causal Relationship between Interventions to Promote Self-Determination and Enhanced Student Self-Determination.

Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial, placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the three years of the study, students in the intervention group showed significantly greater growth, though specific intra-individual variables impacted this growth. Implications for research and intervention are discussed.

Developing Skills in Everyday Activities and Self-Determination in Adolescents With Intellectual and Developmental Disabilities

Autonomous functioning, an essential characteristic of self-determined people, has been categorized behaviorally according to everyday activities in Self & Family Care (SFC), Life Management (LM), Recreation/Leisure (RL), and Social/Vocational (SV) skills. The effectiveness of a short-term (8–10 weeks) educational residential program to improve skills in these categories of everyday activities in adolescents with intellectual and developmental disabilities was examined, and the effect on participant self-determination was also measured. Results from this single-group, quasi-experimental research with three data collection points ( n = 31 from five cohorts over an 18-month period) found that participants’ skills in SFC/LM and RL had improved significantly with large effect sizes at postprogram and 3-month follow-up. Skills needed for SV activities did not show the same level of improvement, but participant-rated self-determination scores (as measured by the AIR Self-Determination Scales) improved significantly with small effect size at postprogram and moderate effect size at follow-up.

A Multivariate Analysis of the Self-Determination of Adolescents

Self-determination is a general psychological construct within the organizing structure of theories of human agentic behavior. People who are self-determined act volitionally to serve as the causal agent in their lives. To provide a fuller understanding of the self-determination of adolescents, this study collected data on self-determination, quality of life, self-efficacy, and assertiveness for more than 1,400 Italian adolescents. We conducted a series of Multivariate Analyses of Variance to examine the relationships among, differences between, and associations with self-determination, including any differences as a function of age and gender as well as differences in quality of life, self-efficacy, and assertiveness as a function of level of selfdetermination. We also examined which quality of life factors were associated with enhanced self-determination and self-efficacy. Findings support the importance of self-determination to quality of life and enhanced self-efficacy.

Relationships Between Recreation and Levels of Self-Determination for Adolescents and Young Adults With Disabilities

Self-determination continues to be a focus for secondary students who have intellectual disabilities. This study examined the relationship between recreation and self-determination for adolescents and young adults with intellectual disabilities. Students from secondary and post—high school special education programs tracked their involvement in recreation for a 2-week period. Then students were given the Arc's Self-Determination Scale. The results establish a predictive relationship between recreation and self-determination indicating that increased amounts of time adolescents and young adults spend actively involved in recreation were found to be predictive of higher levels of self-determination. The findings support that recreation may be a useful strategy for enhancing self-determination skills and that self-determination can be increased through experiences, not just through teaching explicit skills.

Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent. Specifically, adolescents with ED were found to have lower ratings of self-determination than students with LD, with the most pronounced differences evident from the teacher perspective. Furthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed.

Facilitating Self-Determination in Adolescents with Intellectual Disabilities

Taking an active part and responsibilities in one's own life is not always easy, particularly at adolescence, which is a very important period in which people progressively find their identity and life project. This article describes the social validation analyses of a Belgian self-determination curriculum that was adapted from a French-Canadian curriculum. It was done with the participation of adolescents with intellectual disabilities, teachers, and experts from the field. Overall, results indicate a satisfying to very satisfying appreciation of the social utility of the training manual. The findings also highlighted that the curriculum actually supports the conceptual framework of self-determination.

Use of computerized psychodiagnostic methods for occupational orientation of adolescents with scoliosis

The paper deals with the characteristic features and problems of professional self-determination in adolescents with scoliosis, studied by using computer and project psychological methods. A complex of methods revealed the following psychological characteristics in the adolescents of the study group: emotional-and-motivational direction, adequacy of job choice, mental tension, self-assessment, possible pain symptoms in neurotic disorders.

The Importance of Family Involvement for Promoting Self-Determination in Adolescents with Autism and Other Developmental Disabilities

Self-determination has recently become an important concept in special education and disability services. The concept of self-determination is defined and component skills delineated. Some of the component skills of self-determination may pose particular challenges to people with autism and other developmental disabilities due to the difficulties in communication skills and social relationships experienced by many people in this population. Family involvement is an important variable affecting the development and expression of self-determination in people with autism and other developmental disabilities. Strategies to promote and support parental involvement in self-determination instruction are discussed.

Sharing The Journey: An Individual and Integrated Systems Approach to Self-Determination

The purpose of this article is to describe a model for fostering the self-determination of adolescents with disabilities during the transition process. There are three phases of the model: (1) assessment, (2) planning, and (3) strategy implementation. During each phase, factors relating to individuals and the systems within which they interact are evaluated as either enhancing or preventing self-determination. Issues emerging from the use of this model are also discussed.