Effect of Self-Determination on Postsecondary Enrollment of English Learners with Disabilities

Autor/inn/en	Newman, Lynn A.; Trainor, Audrey A.; Javitz, Harold S.
Titel	Effect of Self-Determination on Postsecondary Enrollment of English Learners with Disabilities
Quelle	In: Remedial and Special Education, 44 (2023) 2, S.113-125 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Lynn A.) ORCID (Trainor, Audrey A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221081502
Schlagwörter	Self Determination; Personal Autonomy; Student Empowerment; Self Actualization; Postsecondary Education; English Language Learners; Students with Disabilities; Enrollment; Probability; Two Year Colleges; Vocational Education; High School Students; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Selbstbestimmung; Individuelle Autonomie; Studienberechtigung; Self actualisation; Selbstverwirklichung; Post-secondary education; Tertiäre Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Einschulung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Ausbildung; Berufsbildung; High school; High schools; Oberschule
Abstract	We examined the effect of three components of self-determination--autonomy, empowerment, and self-realization--on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the U.S. National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher autonomy scores were more likely to enroll in 2-year colleges, and those with higher empowerment scores were more likely to enroll in 4-year colleges. However, prior research found that English learners with disabilities are less likely to act autonomously or report empowerment-related behaviors than other students with disabilities or students in the general population. Considering the increasing importance of postsecondary education, the current study's findings demonstrate the importance of promoting both the self-determined behaviors of this dually identified population of students and the learning environment supports that facilitate the practice of self-determination. [For the corresponding grantee submission, see ED623339.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01