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ERIC Number: EJ1107669
Record Type: Journal
Publication Date: 2016-Aug
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2165-1434
Autonomy, Self-Realization, and Self-Advocacy and the School- and Career-Related Adjustment of Adolescent Girls with Disabilities
Doren, Bonnie; Kang, Hyun Ju
Career Development and Transition for Exceptional Individuals, v39 n3 p132-143 Aug 2016
The purpose of the current study was to identify component elements of self-determination that may promote positive or buffer negative school- and career-related adjustment of adolescent girls with disabilities or with multiple risk factors. Autonomy, self-realization, and self-advocacy were examined together to ascertain both their cumulative and unique contributions to indicators of school- and career-related adjustment of 111 adolescent girls. Results of hierarchical regression analyses indicated that together these component elements were significantly and positively associated with indicators of school- and career-related adjustment, after controlling for the effects of demographic covariates. Autonomy was the most consistent and robust predictor while self-realization and self-advocacy each contributed to aspects of adjustment across school and career domains.
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B070038