Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6848582 | Research in Developmental Disabilities | 2015 | 10 Pages |
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.
Keywords
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Behavioral Neuroscience
Authors
Amy S. Gaumer Erickson, Patricia M. Noonan, Chunmei Zheng, Jennifer A. Brussow,