Mediating Role of Self-Determination Constructs in Explaining the Relationship Between School Factors and Postschool Outcomes

Document Type

Article

Language

English

Publication Date

1-2017

Publisher

Council for Exceptional Children

Source Publication

Exceptional Children

Source ISSN

0014-4029

Abstract

Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The results suggest that autonomy, psychological empowerment, and self-realization play a large and significant role in mediating the relationship between school-based factors and postschool outcomes. With over 50% of the indirect effects (i.e., the aggregated effects of the school-based factors on the outcome constructs through the self-determination constructs) significant, this provides support for the essential role of self-determination in secondary transition services and supports. Implications for research and practice are discussed.

Comments

Exceptional Children, Vol. 83, No. 2 (January 2017): 165-180. DOI.

Mauricio Garnier-Villareal was affiliated with University of Kansas at the time of publication.

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