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Personal characteristics and school contextual variables associated with student self-determination in Spanish context |
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| Authors: | Eva Vicente Miguel A. Verdugo María Gómez-Vela Ramón Fernández-Pulido Michael L. Wehmeyer Verónica M. Guillén |
| Affiliation: | 1. Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, Zaragoza, Spain;2. Institute on Community Integration (INICO), Faculty of Psychology, University of Salamanca, Salamanca, Spain;3. Kansas University Center on Developmental Disabilities, University of Kansas, Lawrence;4. Department of Education, Faculty of Education, University of Cantabria, Santander, Spain |
| 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. |
| Keywords: | Intellectual disability self-determination support needs personal characteristics school context |