ERIC Number: EJ1097160
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
The Relationship among Self-Determination, Self-Concept, and Academic Achievement for Students with Learning Disabilities
Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M.; Noonan, Patricia M.
Journal of Learning Disabilities, v47 n5 p462-474 Sep-Oct 2014
Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities.
Descriptors: Self Determination, Self Concept, Academic Achievement, Learning Disabilities, Correlation, Structural Equation Models, Factor Analysis, Statistical Analysis, Longitudinal Studies, Transitional Programs, Disabilities, Special Education, Achievement Tests
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: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students; Woodcock Johnson Tests of Achievement