Evaluation of Constructs Based on Self-Determination Theory and Self-Efficacy Theory as Predictors of Vocational Rehabilitation Engagement for People With Physical and Sensory Disabilities
Abstract:Although gainful employment is associated with health and well-being, people with chronic illness and disability may be ambivalent about the prospects of working. As a result, those who might benefit from vocational rehabilitation (VR) services do not always fully engage in those services. Limited motivation toward participating may be due to factors related to self-determination and autonomous choice. Rehabilitation counseling researchers are beginning to test Deci and Ryan’s self-determination theory (SDT), … Show more
“…In addition, Ellis et al (2020) documented that spending more time with family was associated with better mental health among Canadian adolescents. Social support also has a positive relationship with adolescents' individual constructs, such as self-esteem (Ikiz & Cakar, 2010;Veselska et al, 2010), self-efficacy (Iwanaga et al, 2021), and general life satisfaction (Lopez-Zafra et al, 2019), and a negative relationship with emotional distress, such as depression and anxiety (Pössel et al, 2018).…”
Given that early adolescence is a dynamic and vulnerable developmental period, it is important to examine factors that promote adolescents’ individual development and, more specifically, the satisfaction of psychological needs within the framework of self-determination theory. In a two-wave longitudinal sample (N = 218) of Greek adolescents (eighth grade in autumn 2020 and ninth grade in autumn 2021), we used structural equation modeling to determine which individual and social factors longitudinally predict autonomy, competence, and relatedness. The examination of these psychological needs is regarded as a necessary step in designing school-based prevention and intervention programs for adolescents. Individual factors, such as self-esteem, self-efficacy, and depression or anxiety, foster self-determination through social factors, such as recognition and support from teacher and parents, and social resources. Adolescents with a migration background showed lower levels of social factors. The model was gender invariant and indicated that social agents (teachers and parents) and social resources predict a very large proportion of variance in early adolescents’ individual development. These findings support the view that early adolescents’ development depends on social factors through the satisfaction of psychological needs.
“…In addition, Ellis et al (2020) documented that spending more time with family was associated with better mental health among Canadian adolescents. Social support also has a positive relationship with adolescents' individual constructs, such as self-esteem (Ikiz & Cakar, 2010;Veselska et al, 2010), self-efficacy (Iwanaga et al, 2021), and general life satisfaction (Lopez-Zafra et al, 2019), and a negative relationship with emotional distress, such as depression and anxiety (Pössel et al, 2018).…”
Given that early adolescence is a dynamic and vulnerable developmental period, it is important to examine factors that promote adolescents’ individual development and, more specifically, the satisfaction of psychological needs within the framework of self-determination theory. In a two-wave longitudinal sample (N = 218) of Greek adolescents (eighth grade in autumn 2020 and ninth grade in autumn 2021), we used structural equation modeling to determine which individual and social factors longitudinally predict autonomy, competence, and relatedness. The examination of these psychological needs is regarded as a necessary step in designing school-based prevention and intervention programs for adolescents. Individual factors, such as self-esteem, self-efficacy, and depression or anxiety, foster self-determination through social factors, such as recognition and support from teacher and parents, and social resources. Adolescents with a migration background showed lower levels of social factors. The model was gender invariant and indicated that social agents (teachers and parents) and social resources predict a very large proportion of variance in early adolescents’ individual development. These findings support the view that early adolescents’ development depends on social factors through the satisfaction of psychological needs.
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