Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Allison R. Lombardi, Graham G. Rifenbark, Karrie A. Shogren, Ashley Taconet, Tyler A. Hicks
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Abstract

In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of youth with and without disabilities. Using latent variable modeling, we explored interrelationships among these constructs and economic hardship across disability and race/ethnicity groups. The self-determination constructs were confirmed, two of which (autonomy and psychological empowerment) resulted in significant inverse relationships with economic hardship. Different patterns emerged for youth with intersecting identities of disability, race, and ethnicity. Findings will inform culturally responsive approaches to transition service delivery that address and reduce systemic barriers, as well as provide support for promoting self-determination skills for all youth.
探索残疾和非残疾青少年自我决定与经济困难结构之间的关系
在这份登记报告中,我们利用《2012 年全国纵向过渡研究》(NLTS2012)的数据,研究了自我决定和经济困难这两个既定概念之间的相互关系。我们利用全部残疾和非残疾青少年样本,测试了 NLTS2012 选定项目的假设因子结构,这些项目评估了与自我决定相关的构念(即自主、心理赋权和自我实现)。通过潜在变量建模,我们探讨了这些建构与不同残疾和种族/族裔群体的经济困难之间的相互关系。自我决定建构得到了证实,其中两个建构(自主和心理赋权)与经济困难之间存在显著的反向关系。具有残疾、种族和民族交叉身份的青少年出现了不同的模式。研究结果将为提供具有文化敏感性的过渡服务提供信息,以解决和减少系统性障碍,并为促进所有青少年的自决技能提供支持。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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