ERIC Number: ED568701
Record Type: Non-Journal
Publication Date: 2016-Jun-27
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool Outcomes
Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong
Grantee Submission
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
Publication Type: Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120411