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ERIC Number: EJ1052128
Record Type: Journal
Publication Date: 2015-Mar
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1063-4266
A Two-Group Confirmatory Factor Analysis of "The Arc's Self-Determination Scale" with Students with Emotional/Behavioral Disorders or Learning Disabilities
Seo, Hyojeong; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D.
Journal of Emotional and Behavioral Disorders, v23 n1 p17-27 Mar 2015
Given the emphasis on promoting self-determination in the field of special education and the corresponding use of scales to measure self-determination in research and practice, it is important to examine whether widely used self-determination assessments measure the same constructs among and between students from different disability categories. This study examined the equivalence of measurement and structural parameters of "The Arc's Self-Determination Scale" (SDS) across groups of students with emotional and behavioral disorders (EBD) or learning disabilities (LD), using a two-group confirmatory factor analysis (CFA). The results indicated that four essential elements of self-determined behavior that form the structure of the SDS (i.e., autonomy, self-regulation, psychological empowerment, and self-realization) are invariant across the two groups. In addition, students with EBD indicated lower levels of autonomy compared with those with LD. Implications and future directions for research and practice are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute on Disability and Rehabilitation Research (ED/OSERS); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: N/A
Identifiers - Location: Arkansas; Kansas; Missouri; Nebraska; Oklahoma; Texas
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R324B070159; H324D990065; H133A031727; R305S050070