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

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the interven...

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Autores: Vicente, Eva, Verdugo, Miguel A., Gómez-Vela, María, Fernández-Pulido, Ramón, Wehmeyer, Michael L., Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
Formato: artículo
Fecha de publicación:2017
País:España
Recursos:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/31049
Acesso em linha:https://hdl.handle.net/10902/31049
Access Level:acceso abierto
Palavra-chave:Intellectual disability
Self-determination
Support needs
Personal characteristics
School context
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repository_id_str
spelling Personal characteristics and school contextual variables associated with student self-determination in Spanish contextVicente, EvaVerdugo, Miguel A.Gómez-Vela, MaríaFernández-Pulido, RamónWehmeyer, Michael L.Guillén-Martín, Verónica Marina|||0000-0003-2465-6082Intellectual disabilitySelf-determinationSupport needsPersonal characteristicsSchool contextBackground: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the intervention is to be successful. Methods: The purpose of this study was to examine the degree to which several personal factors and school characteristics affect and explain students? self-determination. A total of 232 students with intellectual disability from Spain participated. Their self-determination level was assessed by the ARC-INICO Scale. Results: Students with moderate levels of intellectual disability obtained significantly lower scores on self-determination than their peers with mild intellectual disability. There were significant differences in relation to the level of support needs and their experience with transition programs. The level of support needs was a significant predictor. Conclusion: These findings contribute to current research in this field and practical implications were discussed.Routledge Taylor & FrancisUniversidad de Cantabria20172017-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/31049Journal of Intellectual & Development Disability, 2019, 44(1), 23-34reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/310492026-06-02T12:39:31Z
dc.title.none.fl_str_mv Personal characteristics and school contextual variables associated with student self-determination in Spanish context
title Personal characteristics and school contextual variables associated with student self-determination in Spanish context
spellingShingle Personal characteristics and school contextual variables associated with student self-determination in Spanish context
Vicente, Eva
Intellectual disability
Self-determination
Support needs
Personal characteristics
School context
title_short Personal characteristics and school contextual variables associated with student self-determination in Spanish context
title_full Personal characteristics and school contextual variables associated with student self-determination in Spanish context
title_fullStr Personal characteristics and school contextual variables associated with student self-determination in Spanish context
title_full_unstemmed Personal characteristics and school contextual variables associated with student self-determination in Spanish context
title_sort Personal characteristics and school contextual variables associated with student self-determination in Spanish context
dc.creator.none.fl_str_mv Vicente, Eva
Verdugo, Miguel A.
Gómez-Vela, María
Fernández-Pulido, Ramón
Wehmeyer, Michael L.
Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
author Vicente, Eva
author_facet Vicente, Eva
Verdugo, Miguel A.
Gómez-Vela, María
Fernández-Pulido, Ramón
Wehmeyer, Michael L.
Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
author_role author
author2 Verdugo, Miguel A.
Gómez-Vela, María
Fernández-Pulido, Ramón
Wehmeyer, Michael L.
Guillén-Martín, Verónica Marina|||0000-0003-2465-6082
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Intellectual disability
Self-determination
Support needs
Personal characteristics
School context
topic Intellectual disability
Self-determination
Support needs
Personal characteristics
School context
description Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the intervention is to be successful. Methods: The purpose of this study was to examine the degree to which several personal factors and school characteristics affect and explain students? self-determination. A total of 232 students with intellectual disability from Spain participated. Their self-determination level was assessed by the ARC-INICO Scale. Results: Students with moderate levels of intellectual disability obtained significantly lower scores on self-determination than their peers with mild intellectual disability. There were significant differences in relation to the level of support needs and their experience with transition programs. The level of support needs was a significant predictor. Conclusion: These findings contribute to current research in this field and practical implications were discussed.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/31049
url https://hdl.handle.net/10902/31049
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Routledge Taylor & Francis
publisher.none.fl_str_mv Routledge Taylor & Francis
dc.source.none.fl_str_mv Journal of Intellectual & Development Disability, 2019, 44(1), 23-34
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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