Personal Characteristics and School Contextual Variables Associated with Student Self-Determination in Spanish Context

Autor/inn/en	Vicente, Eva; Verdugo, Miguel A.; Gómez-Vela, María; Fernández-Pulido, Ramón; Wehmeyer, Michael L.; Guillén, Verónica M.
Titel	Personal Characteristics and School Contextual Variables Associated with Student Self-Determination in Spanish Context
Quelle	In: Journal of Intellectual & Developmental Disability, 44 (2019) 1, S.23-34 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2017.1310828
Schlagwörter	Self Determination; Environmental Influences; Student Characteristics; Institutional Characteristics; Foreign Countries; Mild Intellectual Disability; Moderate Intellectual Disability; Spain + Suchen Sie Ihr Suchwort? Selbstbestimmung; Environmental influence; Umwelteinfluss; Ausland; Spanien
Abstract	Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the intervention is to be successful. Methods: The purpose of this study was to examine the degree to which several personal factors and school characteristics affect and explain students' self-determination. A total of 232 students with intellectual disability from Spain participated. Their self-determination level was assessed by the ARC-INICO Scale. Results: Students with moderate levels of intellectual disability obtained significantly lower scores on self-determination than their peers with mild intellectual disability. There were significant differences in relation to the level of support needs and their experience with transition programs. The level of support needs was a significant predictor. Conclusion: These findings contribute to current research in this field and practical implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01