Personal characteristics and school contextual variables associated with student self-determination in Spanish context

Contextual Predictors of Self-Determined Actions in Students With and Without Intellectual Disability

“…Differing from other findings in Spanish context (Vicente et al., in press), where age has not been found to be a significant predictor of self‐determination, our results find that students’ age directly influences both the abilities to direct and regulate actions, and their beliefs about their abilities to reach their goals. Those skills might as well progressively develop as a result of the students’ interaction with their challenging contexts (Palmer et al., ) and need to be taught from early adolescence.…”

“…For example, researchers have found that young women with disabilities in the United States are reportedly more self‐determined (Lee et al., ; Shogren et al., ), though men without disabilities have also scored higher in terms of self‐determination measures in other countries, such as Italy (Nota, Soresi, Ferrari, & Wehmeyer, ). Other studies in other cultural contexts, such as Spain, have not found significant differences based on gender (Vicente et al., in press; Wehmeyer, & Garner, ). With regards to age, self‐determination skills tend to increase throughout adolescence (Nota, Soresi, Ferrari, & Wehmeyer, ; Shogren, Wehmeyer, Palmer, & Paek, ), though it has not been reported as a significant self‐determination predictor (Vicente et al., in press).…”

El Rol de los Factores Personales y Familiares en la Autodeterminación de Jóvenes con Discapacidad Intelectual

“…En tercer lugar, tradicionalmente se pensaba que las limitaciones en el funcionamiento intelectual determinaban de manera directa el nivel de autodeterminación. Sin embargo, a pesar de que la investigación avala que existe una relación consistente y significativa entre el funcionamiento intelectual y el nivel de autodeterminación (Wehmeyer, 2007), los resultados de la investigación ponen también de manifiesto que esta relación no es sencilla y que puede no ser significativa cuando se tienen en cuenta otros factores (Lee et al, 2012;Stancliffe, Abery, Springborg y Elkin, 2000;Vicente et al, 2017).…”

“…Shogren et al (2013) encontraron un modelo predictivo significativo formado por dos variables personales (edad y discapacidad intelectual) y dos variables del contexto educativo (horas académicas con los iguales y experiencia en establecimiento de metas) que explica el 22% de la varianza de las puntuaciones en autodeterminación. En esta misma línea, un estudio similar realizado en España (Vicente et al, 2017) destaca, sin embargo, la importancia de la intensidad de necesidades de apoyo de los estudiantes evaluados como principal factor explicativo de su nivel de autodeterminación (por encima de otros factores personales, como el grado de discapacidad, o de factores educativos relacionados con la escolarización o el tipo de centro). Igualmente, Mumbardó-Adam, Shogren, Guàrdia-Olmos y Giné (2017) indican la relevancia de los factores ambientales (oportunidades en la escuela y en casa) en la autodeterminación.…”

Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

“…Hence, the BPNs comprise three innate and universally psychological needs components that have to be satisfied (and supported) in order to increase the most self-determined motivation: autonomy (i.e., sense of control that student interiorized on his/her behavior), competence (i.e., sense of mastery or ability that students perceived during a task), and relatedness (i.e., regarding the feeling of acceptance, belonging, and unity that the students experience with his/her peers in the same context) (Ryan and Deci, 2000b). According to Vicente et al (2019), the BPNs are very sensitive to external factors such as the vicarious learning, which can boost or undermine the engagement and motivation to learn new things or skills. Since, the kind of motivation of the SDT are closely related to the BPNs and the external environmental factors, Vallerand (2007) proposed the Hierarchical Model of Motivation in order to relate the BPNs with the SDT continuum.…”