Mediating role of self-determination constructs in explaining the relationship between school factors and postschool outcomes

Karrie A. Shogren*, Mauricio Garnier Villarreal, K.M. Lang, Hyojeong Seo

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

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.

Original languageEnglish
Pages (from-to)165-180
JournalExceptional Children
Volume83
Issue number2
DOIs
Publication statusPublished - 2017

Keywords

  • QUALITY-OF-LIFE
  • NATIONAL LONGITUDINAL TRANSITION
  • GENERAL-EDUCATION CURRICULUM
  • MENTAL-RETARDATION
  • DEVELOPMENTAL-DISABILITIES
  • PSYCHOLOGICAL EMPOWERMENT
  • INTELLECTUAL DISABILITIES
  • LEARNING-DISABILITIES
  • DETERMINATION SKILLS
  • ADULT OUTCOMES

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