Self-determination

Shogren, Karrie A.; Wehmeyer, Michael L.; Burke, Kathryn

doi:10.1007/978-3-319-59066-0_5

Cited by 39 publications

(36 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers implemented the SDLMI to support students to set individualized goals for learning leading to employment outcomes. Teachers implemented the core components of the intervention consistent with implementation protocols (Shogren, Wehmeyer, Burke, & Palmer, 2017). That is, teachers supported students to work through the three phases of the SDLMI to set a goal, develop and implement an action plan, and evaluate progress to set and go after at least two goals during the course of the implementation year.…”

Section: Methodsmentioning

confidence: 99%

“…To achieve this, teachers provided instruction using the SDLMI at least 2 times a week and engaged in ongoing activities embedded in other curricular activities to support students to take steps toward achieving or modifying their goals. Specific details on the three-phase instructional process and the implementation of the SDLMI can be found in Shogren, Wehmeyer, Burke, and Palmer (2017) and at self-determination.org.…”

Section: Methodsmentioning

confidence: 99%

“…In response to the Consent Decree in Rhode Island, systemic efforts were undertaken to enhance the transition supports and services provided to students with intellectual disability in public schools across the state. One aspect was to provide training for middle and high school teachers on the use of the Self-Determined Learning Model of Instruction (SDLMI; Shogren, Wehmeyer, Burke, & Palmer, 2017; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000), an evidence-based practice to promote self-determination. Training began in the 2015–2016 school year with the goal of providing additional and ongoing training over the 10 years of the Consent Decree.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Shogren

Burke

Antosh

et al. 2018

Journal of Disability Policy Studies

Self Cite

View full text Add to dashboard Cite

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school-, district-, and state-level supports. Recommendations for future research and policy-related implications for scaling-up efforts to promote self-determination are provided.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Shogren

Burke

Antosh

et al. 2018

Journal of Disability Policy Studies

Self Cite

View full text Add to dashboard Cite

show abstract

“…SD, self‐determination; VA, volitional action; AA, agentic action; AC, action‐control beliefs. (Reprinted with permission from Shogren, 2017. )…”

Section: Introductionmentioning

confidence: 99%

The impact of personal characteristics on scores on the Self‐Determination Inventory: Student report in adolescents with and without disabilities

Shogren

Shaw

Raley

et al. 2018

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

The Self-Determination Inventory: Student Report (SDI:SR) is a newly developed measure of self-determination. The purpose of this study was to explore of personal factors, namely age and gender on scores on the SDI:SR. Separate multigroup confirmatory analyses were conducted for age cohorts (13-to 15-, 16-to 18-, and 19-to 22-year-olds) and for females and males to establish measurement invariance and explore latent differences. Findings suggest the same set of items can be used in all groups. No latent differences were found for females and males, but expected age-related differences (e.g., younger participants showed lower levels of selfdetermination) were established. Finally, the degree to which age and gender influenced scores for 12 groups created by crossing disability status and race/ethnicity was examined. Findings suggest that females with no disability or learning disabilities generally score lower in overall self-determination than males and general positive impact of age on scores across disability by race/ethnicity groups.Implications for research and practice are discussed.

show abstract

“…In recent decades, researchers from different fields, such as psychology, rehabilitation, therapy, special education and adapted physical activity, recognized that among the factors contributing to the daily expression of a disability, a prominent role is played by the individual's innate development forces (Ryan & Deci, 2017). Accordingly, people are organismically predisposed to self-organization, self-regulation, and self-determination, in order to meet their basic biological and psychological needs (Shogren & Wehmeyer, 2016). Therefore, cognitive-affective processes, such as aspiration formation, self-determined choice, sense of volition, intentional planning, goal-setting, problem-solving, self-observation, and self-evaluation, are being strongly connected to effective learning and skills acquisition (e.g., Cleary, Callan, & Zimmerman, 2012;Murayama et al, 2013;Palisano et al, 2011;Saebu, Sørensen, & Halvari, 2013;Wehmeyer, Yeager, Bolding, Agran, & Hughes, 2003).…”

Section: Introductionmentioning

confidence: 99%

Using MIMIC Modeling to Identify Dimensions of Self-Regulation in Cerebral Palsy

Agaliotis¹,

Varsamis²

2019

PSYCH

View full text Add to dashboard Cite

As long as physical disability is considered in terms of a continuous, dynamic, and dialectical relationship among personal and environmental factors, task characteristics will play an important role. The main purpose of this study is to confirm levels of motivation and self-regulation in students with Cerebral Palsy when confronted with an adapted ball throwing task. Using the dynamic approach of Self-Regulated Learning, a theory-driven Multiple Indicators and Multiple Causes model was eventually qualified. It comprised four levels of functioning, namely goal-setting, motor performance, efficacy beliefs, and self-reflections. These facets were greatly influenced by intellectual functions, hand functions, initial goals, coping self-efficacy, and throwing distance. Results underscore the role of disability and personal factors. Further research should expand on personal characteristics and focus on the longitudinal, i.e., developmental, examination for the proposed causal effects.

show abstract

Self-determination

Cited by 39 publications

References 34 publications

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

The impact of personal characteristics on scores on the Self‐Determination Inventory: Student report in adolescents with and without disabilities

Using MIMIC Modeling to Identify Dimensions of Self-Regulation in Cerebral Palsy

Contact Info

Product

Resources

About