NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1280608
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1034-912X
Academic Self-Regulation in Autism Spectrum Disorder: A Principal Components Analysis
Charitaki, Garyfalia; Soulis, Spyridon-Georgios; Tyropoli, Rafailia
International Journal of Disability, Development and Education, v68 n1 p26-45 2021
Research on Academic Self-Regulation (ASR) of students with ASD has shown that their inability to regulate is associated with a general functional and developmental dysregulation. The purpose of this study is to evaluate the behavioral and general adjustment of students with ASD, specifically in responding to the academic requirements of a typical class. ASR was assessed through quantitative research design. The sample of the research consisted of 200 Special Educators who work with students with ASD on a regular basis during the last three years. They were given the ASR Questionnaire. The results showed statistically significant positive correlations between all subscales of Academic Self-Regulation (External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation). Principal Components Analysis (PCA) was used to examine the interrelationship among the various parameters of ASR in students with ASD. PCA showed that 17 components can explain an adequately percent of the model's variance for their ASR skills. Results are discussed for their educational placement.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece