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ERIC Number: EJ1148518
Record Type: Journal
Publication Date: 2017-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2165-1434
An Analysis of Motivation in Three Self-Determination Curricula
Sinclair, James; Bromley, Katherine W.; Shogren, Karrie A.; Murray, Christopher; Unruh, Deanne K.; Harn, Beth A.
Career Development and Transition for Exceptional Individuals, v40 n3 p175-185 Aug 2017
Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.
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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A