Literaturnachweis - Detailanzeige
Autor/inn/en | Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong |
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Titel | The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool Outcomes |
Quelle | (2016), (36 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Special Education; Disabilities; Self Determination; Empowerment; Self Actualization; National Surveys; Longitudinal Studies; Transitional Programs; Personal Autonomy; Institutional Characteristics; Influences; Outcomes of Education; Youth; Secondary Schools; Experience; Secondary School Students Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Selbstbestimmung; Self actualisation; Selbstverwirklichung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individuelle Autonomie; Influence; Einfluss; Einflussfaktor; Lernleistung; Schulerfolg; Jugend; Jugendlicher; Jugendalter; Sekundarschule; Erfahrung; Sekundarschüler |
Abstract | Secondary data analysis using the National Longitudinal Transition Study-2 dataset was conducted to examine the degree to which autonomy, psychological empowerment and self-realization (three of four essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The results suggest that autonomy, psychological empowerment and self-realization play a large and significant role in mediating the relationship between school-based factors and postschool outcomes. With over 50% of the indirect effects (i.e., the aggregated effects of the school-based factors on the outcome constructs through the self-determination constructs) significant, this provides support for the critical role of self-determination in secondary transition services and supports. Implications for research and practice are discussed. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |