FACTORS THAT PREDICT ELEMENTARY EDUCATORS’ PERCEPTIONS AND PRACTICE IN TEACHING SELF-DETERMINATION
Article first published online: 10 JUL 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 50, Issue 8, pages 770–780, September 2013
How to Cite
Cho, H.-J., Wehmeyer, M. and Kingston, N. (2013), FACTORS THAT PREDICT ELEMENTARY EDUCATORS’ PERCEPTIONS AND PRACTICE IN TEACHING SELF-DETERMINATION. Psychol. Schs., 50: 770–780. doi: 10.1002/pits.21707
- Issue published online: 11 AUG 2013
- Article first published online: 10 JUL 2013
Promoting self-determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self-regulation strategies on the perceived importance and frequency of teaching self-determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self-regulation instruction. Teaching experience and classroom setting predicted the use of self-regulation strategies, but primary assignment, school setting, and student disability did not. Self-regulation instruction predicted the frequency of teaching self-determination, but neither it nor classroom setting predicted the perceived importance of teaching self-determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.