Self-Determination Inventory Research Articles

Psychometric properties of the Self-Determination Inventory: Student Report Chinese Translation when delivered online

This study explored the psychometric properties of the “Self-Determination Inventory: Student Report Chinese Translation (SDI:SR Chinese). The SDI:SR Chinese was administered online to 551 students with intellectual disability and without disabilities in China, building on a previous pilot study. Confirmatory factor analysis was conducted to examine the factor structure, measurement invariance, and structural invariance of the SDI:SR Chinese. Findings suggest that the single-factor structure best fits the data. The SDI:SR Chinese, when delivered online, demonstrates form and metric invariance across students with intellectual disability and students without disabilities; however, it exhibits only partial scalar invariance. Students with intellectual disability showed greater variability in scores and lower average scores than those without disabilities. The findings highlight the applicability of the SDI:SR in the Chinese context. Implications for future research and practice are also discussed.

Self-determination for students with disabilities during challenging times

In the field of special education and transition services, self-determination is understood as a dispositional characteristic whose development can be supported through effective interventions. However, limited research has explored how youth used their self-determination to navigate through the pandemic and barriers they encountered during and after this period. The purpose of this study was to look at self-reported self-determination scores on the Self-Determination Inventory over one year as students with disabilities returned to school after the onset of the COVID-19 public health emergency to inform future research and supports during challenging times. In a sample of 1,128 students with disabilities, we found statistically and practically significant growth in youth self-determination from the Fall of 2020 to the Fall of 2021, overall and particularly on the Decide subscale of the Self-Determination Inventory. Black youth tended to score higher than White youth overall and across all subscales. There were, however, substantial missing data and a lack of information on interventions and supports received. Limitations and implications for future self-determination research to build on student’s strengths and center their strategies to advance their self-determination are discussed.

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.

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.

Psychometric properties of the Chinese translation of the self-determination inventory: parent/teacher report

This study evaluated the psychometric properties of the Chinese translation of the Self-Determination Inventory: Parent/Teacher Report (Chinese SDI: PTR). The Chinese SDI: PTR was used in an online survey of parents of students with intellectual disabilities (N = 340) and parents of students without disabilities (N = 354) to explore their perspectives on their children’s self-determination. Factor structure, measurement invariance, and latent differences across the Chinese SDI: PTR groups were examined. The findings suggest that the data fit a single-factor structure and that the same set of items can be utilized for parents of students with and without intellectual disabilities. However, parents of students with intellectual disabilities tended to exhibit more variability in their scores and reported lower scores on the Chinese SDI: PTR than parents of students without disabilities. Implications for future research and practice are also discussed.

Differences in Self and Proxy Assessments of Self-Determination in Young People with Intellectual Disability: The Role of Personal and Contextual Variables.

Assessing self-determination in students with intellectual disabilities (IDs) is a primary step in facilitating progress monitoring. Researchers have developed both self and proxy assessments to favor a more in-depth evaluation of self-determination expression. However, to date, limited research has explored the congruence between both assessments. To address this need, the present study analyzes the differences between 219 adolescents with ID; 63% being males with an age range from 13 to 21 years (M = 16.8; SD = 1.72); and their teachers in their assessment of self-determination and explores which factors (students' age, sex, level of ID and opportunities at school) might explain those differences. The participants were recruited intentionally. Students with IDs completed two questionnaires: the AIR Self-Determination Scale and the Spanish version of the Self-Determination Inventory, which was also completed by their teachers. Significant differences were found in the self-determination assessment, with teachers rating it lower. Further, students' sex and the opportunities they were provided at school to engage in self-determined actions were found to explain the differences in self-determination assessment. Research and practice initiatives to assess self-determination in young people with IDs must consider that informants' points of view might be influenced by students' sex and by contextual opportunities to engage in self-determined actions. Implications for further research and practice are discussed.

An Initial Investigation of the American Sign Language Version of the Self-Determination Inventory.

Self-determination is a potential predictor of in-school and postschool success, yet it has not previously been examined in youth and young adults who are deaf or hard of hearing (DHH). The present study used a cross-sectional survey design to examine the reliability and validity of the American Sign Language (ASL) version of the Self-Determination Inventory: Student Report (ASL SDI:SR) and to develop an understanding of mean self-determination strengths and areas of need in a sample of youth and young adults who were DHH; 221 participants completed the ASL SDI:SR, including individuals representing each type of educational setting and each type of communication mode. The component with the highest mean score was psychological empowerment; the lowest mean score was for self-realization. The findings showed that the ASL SDI:SR produced reliable scores. Implications for future practice and research are discussed.

The Self-Determination Inventory: Student Report American Sign Language Translation.

Research literature and community narratives both emphasize the importance of self-determination in the lives of deaf youth. This paper describes the development, initial validation, and potential applications of a translated measure of self-determination for deaf youth, the SDI:SR ASL Translation (SDI:SR ASL). A sample of 3,309 young people who completed the SDI:SR, of whom 392 were deaf, was used in this validation study. Results provide preliminary support for the use of SDI:SR ASL with deaf youth. Findings also indicate that deaf youth who take the SDI:SR ASL score more similarly to youth without disabilities taking the SDI:SR than youth with disabilities. The SDI:SR ASL can be an important tool for researchers and practitioners to better understand self-determination among deaf youth and facilitate continued development of self-determination skills.

Psychometric Properties of Self-Determination Inventory: Student Report Among Chinese Students With and Without Intellectual and Developmental Disabilities.

This study explores the psychometric properties of Self-Determination Inventory: Student Report (SDI:SR) in students with intellectual and developmental disabilities (IDD) and without disabilities in China. The paper-and-pencil version of SDI:SR Chinese Translation (SDI:SR Chinese) was used to explore self-determination across students with IDD (n = 245) and students without disabilities (n = 315) from 16 schools across six cities in China. We examined the factor structure of the measure, conducted analysis of measurement invariance, and compared the latent means across students with IDD and without disabilities. Findings suggest that the data fit a one-factor model better than a three-factor model. We found greater variability in self-determination among students with IDD than students without disabilities. However, the two groups did not differ in latent means.

Empowering Transition-Age Students to Use Self-Determination Assessment to Lead IEP Goal Development

Self-determination is a predictor of positive in- and post-school outcomes, including access to general education, competitive employment, and community participation. Emerging research has focused on promoting self-determination for all students given alignments with college and career readiness frameworks and equity-based education. However, it is also important to enhance self-determination as students participate in the Individualized Education Program (IEP) goal development process. Empowering transition-age students to lead the IEP goal development process with support from school personnel has the potential to enhance the alignment of IEP goals based on students’ strengths, preferences, values, and needs and enhance transition planning and college and career readiness. In this article, we provide an example of how to use a self-determination assessment, the Self-Determination Inventory: Student Report (SDI:SR), and an intervention, the Self-Determined Learning Model of Instruction (SDLMI), in the IEP goal development and implementation process to enhance transition planning and college and career readiness.

Perceived Self-Determination Growth During an International Expedition for Adolescents With and Without Disabilities

Abstract Two factors that positively influence success in school and in post-school settings are self-determination and social programs such as expeditions for students with and without disabilities. This mixed methods study examined the benefits of a two-week international expedition to Nepal for adolescents (ages 14-18) with and without disabilities from the United States. The researchers measured self-determination in student participants utilizing the Self-Determination Inventory: Student Report (Shogren et al., 2020) as a pre/post-program measure and the No Barriers USA Program Evaluation (Duerden et al., 2016) as post-program measure. Twelve adolescents and four adult leaders who participated in the international expedition were interviewed to determine their perceptions of the benefits for students. The self-determination scores of student participants significantly increased (p = .007) after participation in the two-week expedition. Four major themes emerged from the data: disability and identity, self-determination growth, accessing supports, and sense of purpose. Using a mixed methods approach, we compared and integrated findings that support previous studies indicating that social programs increase self-determination skills. Implications for practice and future research are discussed.

“Eye Opening and Chaotic”: Resilience and Self-Determination of Secondary Students with Disabilities Amidst the COVID-19 Pandemic

Students with disabilities experience pronounced inequities in the education system, which have been compounded by risks associated with the COVID-19 pandemic. The current study sought to understand the experiences of students with disabilities and the strengths that facilitated their wellbeing during this period of adversity. In summer 2020, secondary students (6th to 12th grades) with disabilities in the United States (n = 21; 57% male) participated in a semi-structured interview and completed the Self-Determination Inventory: Student Report (SDI:SR). Qualitative analysis was used to generate rich description of students’ lived experiences. Thematic analysis resulted in hierarchical coding, with categories and themes clustered around each research question. Students’ personal resilience was identified in categories related to their educational experiences, individual attributes, and interpersonal connections; and subthemes emerging within each category. Eighty-six percent of students reflected on the role of self-determination in navigating the pandemic. Finally, analysis of students’ overall reflections on COVID-19 yielded three emergent themes: (a) adaptability, (b) increased social awareness, and (c) disability identity. We conclude with a discussion of how student strengths should be leveraged as we move beyond the pandemic and continue to work to address long-standing educational inequities for students with disabilities and other students at risk.

Self-Determination Assessment in Adults With and Without Intellectual Disability.

This article analyzes the reliability and factor structure of the Self-Determination Inventory: Adult Report (SDI:AR) in adults with and without intellectual disability. There is a critical need for contemporary assessment tools given the emphasis on self-determination outcomes in disability supports and services. The findings suggest that the same set of items can be used across adults with and without intellectual disability. However, there are significant differences in overall self-determination across adults with and without intellectual disability, with adults with intellectual disability scoring lower on the SDI:AR. Implications for research and practice are discussed.

Exploring the Impact of Environmental Factors on Scores on the Self-Determination Inventory: Adult Report

A long line of research has established a relationship between self-determination and positive adult outcomes. Findings from such research highlight that it is critical to provide opportunities and supports for people with intellectual and developmental disabilities to use skills associated with self-determination (e.g., decision-making, problem-solving, goal setting, and attainment) in environments where they live, work, and learn. However, various environmental factors (e.g., living arrangement, employment status) can be strong indicators of how people with intellectual and developmental disabilities develop and express their self-determination. Recently, the Self-Determination Inventory: Adult Report (SDI:AR) was developed as a technology-based measure of self-determination for adults with and without disabilities ages 18 and over. No studies have investigated how environmental factors influence responses on the SDI:AR, including responses to specific items linked to each of the essential characteristics defined by Causal Agency Theory. Using the SDI:AR validation data, this study examined how environmental factors impacted self-determination of adults with intellectual and developmental disabilities. The findings show specific environmental factors impact overall self-determination for adults with intellectual and developmental disabilities as well as responses on SDI:AR items. Consistent with previous research, the present study suggests that certain environmental factors facilitate a greater expression of self-determination in adults with intellectual and developmental disabilities while others restrict its expression. Findings from this study could inform environmental supports needed for adults with intellectual and developmental disabilities to engage in self-determined actions throughout adulthood.

Exploring the Relationship between Student and Teacher/Proxy-Respondent Scores on the Self-Determination Inventory

ABSTRACT The Self-Determination Inventory (SDI) is a suite of tools developed to measure self-determination. The SDI: Student Report was recently validated for adolescents aged 13 to 22 with and without disabilities across diverse racial/ethnic backgrounds. A parallel, proxy report version to be completed by teachers or parents, the SDI: Parent/Teacher Report is also available; however, limited research has explored the congruence of ratings made on the self and proxy report versions. The present study utilized multi-group confirmatory factor analysis to compare ratings on the SDI made by adolescents and their teachers. Findings suggest that the same set of items can be used to measure self-determination using the Self-Determination Inventory across students and teachers, but that there are low correlations between self- and proxy-scores. Teacher respondents tended to report that adolescents had lower levels of self-determination, although the discrepancy between adolescent self-report and teacher proxy-report varied based on the disability status and race/ethnicity of the student. Implications for future research and practice are discussed.

Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes

This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model, we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students’ beginning of the year self-determination status and that teacher-perceived fidelity then affected students’ end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed.

The Assessment of Self-Determination in Spanish and American Adolescents: The Self-Determination Inventory: Student Report.

The purpose of this study was to explore the cross-cultural validity of the Self-Determination Inventory: Student Report, a newly developed measure of self-determination grounded in Causal Agency Theory. The tool was translated to Spanish and administered to American and Spanish adolescents. The sample was structured to include adolescents with and without intellectual disability in both cultural contexts. More than 3,000 students in the U.S. and Spain aged 13 to 22 completed the assessment. Findings suggest that the same set of items can be used across cultural contexts and in youth with and without intellectual disability, although there are some specific differences in item functioning across students with and without intellectual disability in Spain that must be further researched. There were specific patterns of differences in latent self-determination means, with students with intellectual disability scoring lower in the U.S. and Spain. Implications for assessment research and practice in diverse cultural contexts are explored.

Comparing the Impact of Online and Paper-and-Pencil Administration of the Self-Determination Inventory: Student Report

The Self-Determination Inventory: Student Report (SDI: SR) was developed to measure the self-determination of adolescents and was recently validated for students aged 13–22 with and without disabilities across diverse racial/ethnic backgrounds. The SDI: SR is aligned Causal Agency Theory and its theoretical conceptualizations of self-determined action. The validation of the SDI: SR was undertaken in two forms: online, computer-based and paper-and-pencil. The present study examined overall self-determination scores of student participants (with and without disabilities) who took the SDI: SR via the online and paper-and-pencil format to inform future research and practice using the SDI: SR. Findings suggest that the same set of items can be utilized across administration formats, but that there appear to be differences in overall SDI: SR scores when online and paper-and-pencil formats are utilized although these differences are not influenced by disability status. Implications for future research and practice are discussed to provide direction to the field related to assessment development and use of the SDI: SR in educational contexts.

Convergent Validity of the Self-Determination Inventory: Student Report

This study examined the convergent validity of scores on the Self-Determination Inventory: Student Report, a newly developed assessment of self-determination aligned with Causal Agency Theory with related assessments associated with hope theory (Children’s Hope Scale; CHS), self-determination theory (Perceived Choice and Awareness of Self Scale; PCASS, formerly the Self-Determination Scale), and action-control theory (Control and Means-End Interview; CAMI) in adolescents with and without disabilities of varying race/ethnicities. Measurement invariance was established across the groups, but differences in the patterns of correlations across disability and racial/ethnic groups were found. Generally, as hypothesized, the relationships between the assessments were moderate to high, except for the perceived choice subscale of the PCASS. Implications for future research and practice are discussed.

Friendships and Self-Determination Among Students Who Are Deaf or Hard of Hearing.

Friendships and self-determination are two factors that positively influence success in school and adult life. Examining the relationship between these two constructs among a sample of students who were deaf or hard of hearing (DHH), the researchers used the Self-Determination Inventory: Student Report (Shogren, Wehmeyer, Burke, & Palmer, 2017) to measure the level of self-determination of 29 students ages 13-17 years who were DHH. The researchers then used two self-report measures to probe students' quantity and quality of friendships, and conducted an analysis to determine whether the quality and quantity of friendships correlated with the self-determination of the students. Significant correlations were found between self-determination and both the quality and quantity of friendships among the study sample (p < .01). The findings support those of previous studies indicating that autonomy and social networks are related.