The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool OutcomesReport as inadecuate




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Secondary data analysis using the National Longitudinal Transition Study-2 dataset was conducted to examine the degree to which autonomy, psychological empowerment and self-realization (three of four 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 critical role of self-determination in secondary transition services and supports. Implications for research and practice are discussed.

Descriptors: Special Education, Disabilities, Self Determination, Empowerment, Self Actualization, National Surveys, Longitudinal Studies, Transitional Programs, Personal Autonomy, Institutional Characteristics, Influences, Outcomes of Education, Youth, Secondary Schools, Experience, Secondary School Students





Author: Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1186&id=ED568701







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