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	(2022), (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Lynn A.) ORCID (Trainor, Audrey A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Determination; Personal Autonomy; Student Empowerment; Self Actualization; Postsecondary Education; English Language Learners; Students with Disabilities; Enrollment; Probability; Two Year Colleges; Vocational Education; 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
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 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. [This is the online version of an article published in "Remedial and Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01