Teach self-determination component elements through student-directed learning strategies and active student involvement in educational planning¶

Strategy · All strategies
Evidence · 6 claims (5 for, 1 mixed) · 4 studies (1 quant-synthesis, 1 review, 1 associational, 1 theoretical), q1–q4 · 1 of 4 report an effect size · 5 claims rest on one study

Description¶

The article recommends that educational efforts to promote self-determination focus on component elements including choice making, decision making, problem-solving, goal setting and attainment, self-observation, self-evaluation, self-reinforcement, internal locus of control, positive attributions of efficacy and outcome expectancy, self-awareness, and self-knowledge. Educators should "move away from an over -reliance on typical lecture - or materials -based models o f instruction" toward student-directed learning strategies such as self-instruction, self-monitoring, and self-reinforcement, plus role-playing, metacognitive strategies, and brainstorming. Skill development should go hand in hand with promoting attitudes, allowing choice and supporting student initiation of activities.

Design Implications¶

Context¶

Requirements¶

• Teachers provide activities that optimally challenge the student and promote autonomy by supporting student initiation of activities and allowing choice

Constraints¶

• Excessive external control is stated to be detrimental to students learning they are causal agents for their own lives

Target Learners¶

• students with disabilities in secondary and transition programs

Target Learning Goals¶

• choice making, decision making, problem-solving, goal setting and attainment, self-advocacy

Affordances¶

• Self Determination Four Essential Characteristics Framework

Claims¶

• High wage earners had higher total self-determination, autonomy, and psychological empowerment scores than low wage earners, controlling for intelligence [+W]
• The high self-determination group was more likely to maintain a checking and a savings account, with no significant differences in postsecondary education enrollment [+W]
• Former students in the high self-determination group were more likely to be employed for pay about one year after leaving school than those in the low self-determination group [+W]
• High self-determination former students were more likely to express a preference to live outside the family home, though actual living arrangements did not differ by self-determination group [+W]
• IQ, psychological empowerment, self-realization, and self-regulation subscale scores contributed significantly to variance in hourly pay, while number of vocational education classes did not [+W]
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it [~M]

Related Strategies¶

• Promoting Self-Determination and Self-Advocacy in Students with Disabilities
• Prioritizing Agency for Students With Disabilities
• Make reflection on students' goal preferences a recurring element of the curriculum to support cooperative learning

Examples¶

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Key Sources¶

• Michael Wehmeyer, Michelle Schwartz. (1997). Self-Determination and Positive Adult Outcomes: A Follow-Up Study of Youth with Mental Retardation or Learning Disabilities. Exceptional Children, 63(2). https://eric.ed.gov/?q=Self-Determination+and+Positive+Adult+Outcomes+Wehmeyer+Schwartz