Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

Abstract

The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n = 106) and students with disabilities in these classes (n = 106). Two measures, the Teaching Self-determination Scale (TSDS) and the Basic Learning Competency Assessment (BLCA), were used to collect data. The Pearson correlation, bivariate linear regression and stepwise multiple regression analyses were used to assess the correlation and predictive relationship between the TSDS and BLCA. Findings showed a positive correlation between self-determination instruction given by special education teachers and the academic performance of students with disabilities. Educators' self-determination instruction was found to be able to explain 26% of the total variance of students' academic performance. Furthermore, teaching psychological empowerment and autonomy skills appeared to be able to best predict the academic performance of students with disabilities. The two variables were found to be able to explain 21.9% of the total variance of the students' academic test results. Suggestions and implications are provided.

The Effect of Self-Determination Activities on Communication and Interaction Skills and Academic Success (Grade Point Average) of Students at Risk of Emotional-Behavioral Disorders: A Randomized Controlled Trial

“…The findings were consistent with the results of previous research which showed that self-determination skills education can lead to increased scholastic performance and achievement of educational goals in youth with disabilities ( 15 - 18 ). In general, it seems self-determination education is effective on the scholastic achievement of the youth at risk of emotional-behavioral disorders like those with disabilities.…”

“…Interventions based on "Peer-Mediated Instruction (PMI)" are additionally a method as an evidence-based exercise to improve the educational outcomes of students with emotional-behavioral disorders addressed in the studies ( 8 ). Also, within the last 20 years, many studies have reviewed the effects of self-determination education among students with disabilities and self-determination has been realized and recognized as one of the most important factors in the successful transfer of students from education to independence ( 6 , 15 - 19 ).…”

Teachers' Perceptions of Self-Determination among Deaf / Hard of Hearing Students

“…There is a correlation between self-determination skills and the academic performance of SWDs. Those with the skills of independence, psychological empowerment, and self-realization have been shown to achieve higher academic outcomes [10].…”