A Social–Ecological Analysis of the Self-Determination Literature

2013 ◽  
Vol 51 (6) ◽  
pp. 496-511 ◽  
Author(s):  
Karrie A. Shogren
Keyword(s):  
Contextual Factors ◽  
People With Disabilities ◽  
Ecological Systems ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Ecological Analysis ◽  
Research And Practice ◽  
Social Ecological

Abstract This paper uses a social–ecological lens to examine self-determination research, attempting to organize what is known (and unknown) about contextual factors that have the potential to impact the development and expression of self-determined behavior in people with disabilities across multiple ecological systems. Identifying and categorizing the contextual factors that researchers suggest influence self-determination have the potential to allow for the development of a framework that promotes systematic consideration of contextual factors when designing, implementing, and evaluating supports to promote self-determination. Directions for future research and practice are discussed.

Comparing the Impact of Online and Paper-and-Pencil Administration of the Self-Determination Inventory: Student Report

2019 ◽  
Vol 35 (3) ◽  
pp. 133-144
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Mark H. Anderson ◽  
Leslie A. Shaw
Keyword(s):  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Research And Practice ◽  
Assessment Development ◽  
Disability Status ◽  
Computer Based ◽  
Paper And Pencil ◽  
The Impact ◽  
Racial Ethnic

The Self-Determination Inventory: Student Report (SDI: SR) was developed to measure the self-determination of adolescents and was recently validated for students aged 13–22 with and without disabilities across diverse racial/ethnic backgrounds. The SDI: SR is aligned Causal Agency Theory and its theoretical conceptualizations of self-determined action. The validation of the SDI: SR was undertaken in two forms: online, computer-based and paper-and-pencil. The present study examined overall self-determination scores of student participants (with and without disabilities) who took the SDI: SR via the online and paper-and-pencil format to inform future research and practice using the SDI: SR. Findings suggest that the same set of items can be utilized across administration formats, but that there appear to be differences in overall SDI: SR scores when online and paper-and-pencil formats are utilized although these differences are not influenced by disability status. Implications for future research and practice are discussed to provide direction to the field related to assessment development and use of the SDI: SR in educational contexts.

scholarly journals ENGLISH FOR BUSINESS PURPOSES: SPECIALIZED TRANSLATION IN DEVELOPING AN ENGLISH-SERBIAN GLOSSARY OF RISK MANAGEMENT TERMS IN BANKING

2017 ◽  
pp. 097
Author(s):  
Aleksandar M. Jagrović ◽  
Biljana Č. Jagrović
Keyword(s):  
Risk Management ◽  
Source Material ◽  
The Self ◽  
Data Sources ◽  
Future Research ◽  
Contrastive Analysis ◽  
Web Page ◽  
Research And Practice ◽  
Novi Sad ◽  
Translation Procedure

The purpose of this paper is to describe the process of developing an English-Serbian glossary of risk management terms in banking with an emphasis on the specialized translation procedures utilized therein. Upon completion of the source material content and contrastive analysis (using the Atlas.ti 7 program), a corpus of 513 English terms (ETs) and 859 Serbian (one-to-one and/or one-to-many) translation equivalents (STEs) was collated and ethnographically verified at Vojvođanska Bank (Vojvođanska banka a.d. Novi Sad) in order to achieve a triangulation of the data sources and research methods. The overall prevalence of each translation procedure employed in the glossary was computed individually and in combination with other procedures in the following order: calque (49.64%), borrowing (32.45%), reordering (24.59%), equivalence (22.41%), transposition (14.73%), diffusion (13.46%), expansion (10.52%), literal translation (9.21%), adaptation (7.32%), modulation (4.68%), reduction (3.67%) and condensation (2.19%). The results obtained reflect the underlying trends in the specialized English-Serbian translation of risk management terms in banking, serving as reference guidelines for linguists, lexicographers and translators in their future research and practice. The present glossary is available in entirety and with open access on the self-created web page ESGRMTB.

scholarly journals Screening Using the SDQ Total Difficulties Scale: An Analog Test of Three Cutoff Values

2019 ◽  
Author(s):  
Tyler L Renshaw
Keyword(s):  
Well Being ◽  
The Self ◽  
Self Report ◽  
Future Research ◽  
Subjective Well Being ◽  
Analog Test ◽  
Research And Practice ◽  
Cutoff Values ◽  
Dependent Variables ◽  
Strengths And Difficulties

This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as dependent variables, yielded evidence suggesting all CV models effectively differentiated between students with lower and higher levels of risk. Evidence also indicated that the lowest CV (16) was more effective than the higher CVs (18, 20) at identifying students with greater levels of risk, and that the higher CVs functioned comparably well. Implications for future research and practice are noted.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Contextualizing Disability Experiences

2021 ◽  
Author(s):  
Kenzie Latham-Mintus ◽  
Sabrina Cordon
Keyword(s):  
Current Literature ◽  
Contextual Factors ◽  
People With Disabilities ◽  
Social Identities ◽  
Future Research ◽  
Physical Barriers

Scholars and advocates have long proposed that an individual’s impairment is not the source of disability, but instead it is social and physical barriers put in place by society that are disabling. The purpose of this chapter is to (1) provide an overview of how contextual factors are conceptualized and measured in the current literature; (2) describe the key findings and discuss what the current research tells us about the salience of the environment for individual disability experiences; and (3) identify critical gaps in the literature and discuss future recommendations. The chapter takes a place-based approach and focuses on the communities and neighborhoods in which people with disabilities live. The chapter also explores how the intersection of disability and other social identities is influenced by the environment. Finally, the chapter concludes by discussing existing gaps in the literature and recommendations for future research.

Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 194-207
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Jennifer C. Wall ◽  
Katie E. Bradley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Functional Relation ◽  
Self Determination ◽  
Future Research ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Research And Practice

Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.

Exploring the Effect of Disability, Race-Ethnicity, and Socioeconomic Status on Scores on the Self-Determination Inventory: Student Report

2018 ◽  
Vol 85 (1) ◽  
pp. 10-27 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw ◽  
Sheida K. Raley ◽  
Michael L. Wehmeyer
Keyword(s):  
Socioeconomic Status ◽  
Best Practices ◽  
Interactive Effect ◽  
Autism Spectrum ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Assessment Development ◽  
Race Ethnicity ◽  
The Impact

The Self-Determination Inventory: Student Report (SDI:SR) was developed to address a need in the field for tools to assess self-determination that are aligned with current best practices in assessment development and administration, and emerging research and best practices in promoting self-determination. The present study explored patterns of differences in self-determination scores across students with and without disabilities (i.e., no disability, learning disabilities, intellectual disability, autism spectrum disorder, and other health impairments) of varying racial-ethnic backgrounds (i.e., White, African American or Black, Hispanic or Latino[a], and Other) as well as the impact of receiving free and reduced price lunch (as a proxy for socioeconomic status) on self-determination scores in these groups. Findings suggest an interactive effect of disability, race-ethnicity, and free and reduced price lunch status on self-determination scores. Implications for future research and practice are discussed.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes

2019 ◽  
Vol 43 (1) ◽  
pp. 53-63
Author(s):  
Karrie A. Shogren ◽  
Kathryn M. Burke ◽  
Mark H. Anderson ◽  
Anthony Antosh ◽  
Terri LaPlante ◽  
...  
Keyword(s):  
Teacher Perceptions ◽  
Student Outcomes ◽  
The Self ◽  
Self Determination ◽  
Complex Relationship ◽  
Mediation Model ◽  
Research And Practice ◽  
Interactive Relationship ◽  
The Impact ◽  
The Relationship

This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model, we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students’ beginning of the year self-determination status and that teacher-perceived fidelity then affected students’ end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed.

The Assessment of Self-Determination in Spanish and American Adolescents: The Self-Determination Inventory: Student Report

2019 ◽  
Vol 57 (4) ◽  
pp. 274-288 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw ◽  
Cristina Mumbardó-Adam
Keyword(s):  
Intellectual Disability ◽  
Cross Cultural ◽  
The Self ◽  
Self Determination ◽  
Cultural Validity ◽  
Cultural Contexts ◽  
Research And Practice ◽  
Item Functioning ◽  
Assessment Research ◽  
The U.S

Abstract The purpose of this study was to explore the cross-cultural validity of the Self-Determination Inventory: Student Report, a newly developed measure of self-determination grounded in Causal Agency Theory. The tool was translated to Spanish and administered to American and Spanish adolescents. The sample was structured to include adolescents with and without intellectual disability in both cultural contexts. More than 3,000 students in the U.S. and Spain aged 13 to 22 completed the assessment. Findings suggest that the same set of items can be used across cultural contexts and in youth with and without intellectual disability, although there are some specific differences in item functioning across students with and without intellectual disability in Spain that must be further researched. There were specific patterns of differences in latent self-determination means, with students with intellectual disability scoring lower in the U.S. and Spain. Implications for assessment research and practice in diverse cultural contexts are explored.

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