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

• Autores: Karrie A. Shogren, Mauricio Garnier-Villarreal, Kyle Lang, Hyojeong Seo
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 83, Nº. 2, 2017, págs. 165-180
• Idioma: inglés
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• Resumen

  • 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.