Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

Autor/inn/en	Carter, Erik W.; Lane, Kathleen Lynne; Crnobori, Mary; Bruhn, Allison L.; Oakes, Wendy P.
Titel	Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base
Quelle	In: Behavioral Disorders, 36 (2011) 2, S.100-116 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Intervention; Self Efficacy; Behavior Disorders; Goal Orientation; Problem Solving; Emotional Disturbances; Self Determination; At Risk Students; Outcomes of Education; Metacognition; Self Control; Cultural Differences; Cultural Background; Correlation; Educational Environment; Educational Research; Coding; Research Reports; Databases + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Problemlösen; Gefühlsstörung; Selbstbestimmung; Lernleistung; Schulerfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Kultureller Unterschied; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Codierung; Programmierung; Research report; Forschungsbericht; Datenbank
Abstract	Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBD), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review of school-based intervention studies addressing nine component elements of self-determination for students with and at risk for EBD. These 81 studies primarily addressed a narrow range of self-determination elements as intervention components (i.e., self-management and self-regulation, problem solving, goal setting and attainment) or outcome measures (i.e., self-efficacy, problem solving), with relatively few studies addressing students from culturally diverse backgrounds. Additional research is needed to address key gaps related to the school contexts within which these interventions have been delivered. We offer recommendations for future research aimed at expanding this knowledge base to address the full spectrum of students and school contexts in which they are served. (Contains 2 tables.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10