The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool Outcomes

Autor/inn/en	Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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