The relationship between self-determination and academic achievement for adolescents with intellectual disabilities |
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Affiliation: | 1. George Mason University, Fairfax, VA, United States;4. Indiana University, Bloomington, IN, United States;5. University of Kansas, Lawrence, KS, United States |
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Abstract: | Previous research has demonstrated that for students with intellectual disabilities, improved self-determination skills are positively correlated with productivity and organization during school and quality of life outcomes in adulthood. Despite extensive investigation in these areas, the predictive relationship between self-determination and academic achievement for students with intellectual disabilities has not been fully established. This study utilized the sample from the National Longitudinal Transition Study-2 of 480 adolescents with intellectual disabilities in the United States in an attempt to provide a possible empirical explanation of the relationship between academic achievement and self-determination, taking into account the covariates of gender, family income and urbanicity. The structural equation model was found to closely fit the data: all path coefficients were statistically significant. The results of this study identify a strong correlation between self-determination and academic achievement for adolescents with intellectual disabilities, indicating a linear relationship of these skills and supporting an increased focus on the teaching of self-determination skills. |
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Keywords: | Mental retardation Developmental disabilities Intellectual disabilities Self-determination Academic achievement |
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