Exploring Student, Family, and School Predictors of Self-Determination Using NLTS2 Data - Career Development and Transition for Exceptional Individuals 2016 Vol. 39(1) 23-33

Oct 15, 2026

Uploaded by SANS

Secondary analysis of NLTS2 data examines how student, family, and school constructs predict self-determination outcomes for learners with disabilities. Multi-group structural equation modeling evaluates predictive relationships between five student, four family, and seven school constructs and three self-determination outcomes: autonomy, psychological empowerment, and self-realization. Predictive patterns vary in complexity across disability groups. Across most groups, only self-concept shows a positive predictive link to all three self-determination outcomes, shaping implications for research and practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Self-Determination Background

Contextual Factors Across Ecological Systems

Prior Empirical and Theoretical Work

Current Study Rationale

Exploring Student, Family, and School Predictors of Self-Determination Using NLTS2 Data Karrie A. Shogren, PhD 1, Mauricio Garnier Villarreal, MA 1, Chantelle Dowsett, PhD 1, and Todd D. Little, PhD2 Career Development and Transition for Exceptional Individuals 2016, Vol. 39(1) 23–33 © Hammill Institute on Disabilities 2014 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143414546685](DOI: 10.1177/2165143414546685)[ ](DOI: 10.1177/2165143414546685)[cdtei.sagepub.com](cdtei.sagepub.com) Abstract This study conducted secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) to examine the degree to which student, family, and school constructs predicted self-determination outcomes. Multi-group structural equation modeling was used to examine predictive relationships between 5 student, 4 family, and 7 school constructs developed from NLTS2 data and self-determination outcomes (autonomy, psychological empowerment, and self-realization) across disability groups. The pattern of predictive relationship between the constructs and self-determination outcomes across disability groups was complex. Only one construct—self-concept—showed a positive predictive relationship with all three self-determination constructs across most disability groups. Implications of the complex pattern of findings for research and practice are discussed. Keywords self-determination, secondary data analysis, NLTS2, transition Self-determination has received significant attention in the fields of special education and transition. Wehmeyer (2006) defined self-determined behavior as “volitional actions that enable one to act as the primary causal agent in one’s life and to maintain or improve one’s quality of life” (p. 17) . Self-determined behavior refers to actions that are identified by four essential characteristics: (a) the person acts autonomously; (b) the behavior(s) are self-regulated; (c) the person initiates and responds to the event(s) in a psychologically empowered manner; and (d) the person acts in a self-realizing manner (Wehmeyer, Abery, Mithaug, & Stancliffe, 2003) . The concepts of causal agency and volitional action are central to this theoretical perspective. Researchers have developed and validated instructional strategies that can be used to promote self-determined behavior (Algozzine, Browder, Karvonen, Test, & Wood, 2001) and documented strong, positive impacts of instruction in self-determination skills on school and postschool outcomes (Shogren, Wehmeyer, Palmer, Rifenbark, & Little, in press; Wehmeyer, Palmer, Shogren, WilliamsDiehm, & Soukup, 2013) . Relatively little, however, is known about the contextual factors that influence the development of self-determination and interventions to promote it (Shogren, 2013) . Contextual factors (namely, student, family, and school factors) have the potential to influence both the development of self-determination and effectiveness of interventions to promote it. For example, student-level factors, such as disability label, may impact the supports students need to develop self-determination skills. Family and school-level factors, such as the beliefs of family members and teachers and the practices adopted at home and school to promote self-determination skills, can also impact the development of self-determination. A student’s previous experiences at home and at school can also impact how they respond to interventions (Cook & Odom, 2013), as can their experiences in school with transition planning and access to general education (Shogren et al., 2007) . Developing a greater understanding of the influence of contextual factors across various ecological systems (i.e., student, family, school, and community; Bronfenbrenner, 1979, 2005) has the potential to allow for a greater understanding of the development of self-determination and best practi

FAQs

What data source does the study use to examine self-determination predictors?

The study conducts secondary analysis of National Longitudinal Transition Study-2 (NLTS2) data to model how multiple contextual constructs predict self-determination outcomes.

How are student, family, and school constructs incorporated into the analysis?

The study uses multi-group structural equation modeling with constructs developed from NLTS2 data: 5 student, 4 family, and 7 school constructs.

Which construct shows a consistently positive predictive relationship across disability groups?

Self-concept is the only construct reported to show a positive predictive relationship with all three self-determination constructs across most disability groups.

Oct 15, 2026

Uploaded by SANS