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CONTEXTUAL PREDICTORS OF SELF‐DETERMINED ACTIONS IN STUDENTS WITH AND WITHOUT INTELLECTUAL DISABILITY
Author(s) -
MumbardóAdam Cristina,
Shogren Karrie A.,
Guàrdiaolmos Joan,
Giné Climent
Publication year - 2017
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21987
Subject(s) - psychology , intellectual disability , action (physics) , promotion (chess) , scale (ratio) , developmental psychology , relevance (law) , inclusion (mineral) , clinical psychology , applied psychology , social psychology , psychiatry , physics , quantum mechanics , politics , political science , law
Research in the field of intellectual disability suggests that promotion of self‐determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self‐determined action in students with and without intellectual disability. The Spanish pilot versions of the Self‐Determination Inventory and the AIR Self‐Determination Scale were administered to 114 youth with and without intellectual disability. Personal and environmental variables were treated as predictor variables for analytic purposes. The results indicate the relevance of environmental variables in predicting both self‐reported capacity for self‐determination and the essential characteristics of self‐determined action. Particularly, age and opportunities at school and at home to engage in self‐determined action played a significant role. The practical implications of these findings and suggestions for future research are discussed.