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Background: Self‐determination refers to setting goals and making decisions regarding one's own life with support from others as needed. Research on people with intellectual and developmental disabilities has established the importance of self‐determination for quality of life outcomes, such as increased independence and life satisfaction. However, self‐determination has not been characterised specifically in fragile X syndrome (FXS), the leading inherited cause of intellectual disability. Relative to youth with other forms of intellectual and developmental disabilities, youth with FXS may face exceptional barriers to the development of self‐determined behaviour. In addition to intellectual disability, the FXS behavioural profile is characterised by high rates of autism and anxiety that may further limit opportunities for youth with FXS. The heritable nature of the condition can also yield a distinctive family environment, with siblings and parents also living with fragile X or its associated conditions. Considering these unique challenges, the present study examined self‐determination in young adult males and females with FXS and explored whether factors such as language skills, adaptive behaviour and autism traits were associated with self‐determination capacity and opportunities. Methods: The present study included 9 females and 36 males with FXS between the ages of 17 and 25 years. Caregivers (mothers or fathers) completed the American Institute for Research Self‐Determination Assessment, which is a questionnaire that yields three scores: self‐determination capacity, opportunities for self‐determination at home and opportunities for self‐determination at school. Results: Caregivers endorsed a wide range of self‐determination capacity and opportunities, with ratings for opportunities at home and school exceeding ratings of capacity. Better adaptive behaviour skills were associated with more self‐determination capacity, and the presence of more autism traits was associated with fewer opportunities at school. Conclusions: Results from this study contribute to our understanding of avenues to best support young adults with FXS as they transition to adulthood. Our findings also have implications for practice, such that interventions targeting adaptive behaviours and self‐determination may be an effective approach for promoting autonomy and independence for young adults with FXS. Additionally, caregivers and educators should continue to provide opportunities to practise self‐determination, regardless of their perception of capacity. [ABSTRACT FROM AUTHOR]

Objective: The present study was conducted to determine the effectiveness of self-determination training on self-handicapping and academic procrastination among students. Methods and Materials: The present study is a quasi-experimental design with pre-test, post-test, and follow-up with a control group. The statistical population included all students studying at Farhangian University in Birjand at Imam Sajjad and Shahid Bahonar campuses in the academic year 2016-2017, totaling 1,950 individuals. The research sample included 40 students from Farhangian University who voluntarily enrolled and were randomly assigned to two groups of 20 each using a random numbers table. The experimental group participated in 12 sessions of 90 minutes each, one session per week over two months, undergoing an intervention program based on self-determination skills developed by the researchers based on Deci and Ryan's (1985) self-determination theory. The control group received no training during this period. The Jones and Rhodewalt (1982) Self-Handicapping Scale and the Solomon and Rothblum (1984) Academic Procrastination Scale were used to measure the variables. Data analysis was conducted using SPSS-23 software. Findings: The results of multivariate covariance analysis indicated that self-determination skills training had a significant effect on reducing student self-handicapping (F=104.88) and academic procrastination (F=34.74) (p<0.001), and these results persisted in the follow-up phase. Conclusion: Based on the findings, learning and applying self-determination skills by students can reduce self-handicapping and the occurrence of procrastination behaviors during their studies. Therefore, the results of this study have practical implications for psychologists and counselors at university counseling centers to utilize self-determination skills to reduce academic procrastination and self-handicapping among students. [ABSTRACT FROM AUTHOR]

Quality of life (QoL) has been extensively studied within the field of intellectual disability, with various theoretical frameworks being developed to guide the provision of appropriate supports in daily life. However, the role that self-determination can play in the QoL of adolescents with intellectual disability has received little attention. This study explores the impact of personal characteristics (age, gender, intellectual disability level, and diagnosis of autism spectrum disorder) and the context-related variable of self-determination on QoL, overall and at domain level, in 100 adolescents with intellectual disability in a single school. The KidsLife scale of QoL and the AUTODDIS scale of self-determination were applied, with the participants' teachers acting as respondents. The variable of self-determination had the highest influence on QoL, being positively related to all the domains under investigation. A diagnosis of autism spectrum disorder was positively related with Personal Development, Material Well-being, and Social Inclusion domains. Intellectual disability severity only had a negative relationship with QoL total level when not considered simultaneously with self-determination. We discuss the role that self-determination plays in the quality of life of youth with intellectual disability. [ABSTRACT FROM AUTHOR]

Both identity-first and person-first language can be appropriate when writing about disability. Identity-first language (IFL) places the disability identifier first in the syntax of the sentence (visually impaired athlete), while person-first language (PFL) places the descriptor of the person before the descriptor of the disability (athlete with a visual impairment). The extent to which individuals with disabilities identify with a disability culture is affected by the development of their own identity in relation to their disability, and may impact language choices. Furthermore, the stage with which an individual is at concerning their disability identity development could impact their decision on PFL versus IFL. Whether the disability is congenital or acquired and whether the condition is temporary, permanent, or progressive are additional considerations impacting identity formation and language preferences. Current tensions exist regarding the use of IFL versus PFL, particularly between practitioners and disabled individuals. [ABSTRACT FROM AUTHOR]

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Purpose: This study examined the interday reliability of a predetermined and a self-determined isometric-squat test among youth soccer players. Familiarization effects were evaluated to determine the minimum number of trials necessary to obtain consistent outputs. Finally, differences between protocols were evaluated. Methods: Thirty-one youth soccer players (mean [SD] age: 13.2 [1.0] y; body mass: 54.1 [3.4] kg; stature: 166.3 [11.2] cm; percentage of estimated adult height: 92.6% [3.6%]) from a top-tier professional academy completed 4 experimental sessions for each protocol: familiarization 1, familiarization 2, test, and retest sessions. Peak force; relative peak force; impulse from 0 to 50 milliseconds, 0 to 100 milliseconds, 0 to 150 milliseconds, and 0 to 200 milliseconds; and rate of force development from 0 to 50 milliseconds, 0 to 100 milliseconds, 0 to 150 milliseconds, and 0 to 200 milliseconds were measured. Results: Both protocols displayed acceptable (intraclass correlation coefficient ≥.75 and coefficient of variation ≤10%) reliability statistics for all metrics apart from rate of force development of any time epoch. Differences were found between familiarization 2 and both test and retest sessions for peak force (P =.034 and.021, respectively) and relative peak force (P =.035 and.005, respectively) across both protocols. Conclusions: The isometric-squat test is a reliable test among youth soccer players. Two familiarization sessions seem to be sufficient to ensure data stabilization. Outputs between the self-determined and predetermined are comparable; however, the latter seems preferable due to improved testing time efficiency. [ABSTRACT FROM AUTHOR]

In this paper, we expand on the concept of life crafting and discuss how a life crafting intervention may be useful for emerging adults to help them live a more meaningful and authentic life. Combining self-determination, meaning-making, and life crafting theories, we propose an intervention that involves five components: values exploration, intrinsic interests, contribution to others, a coherent life narrative, and self-concordant goal-setting. First, we discuss the two conceptualisations of life crafting in the literature to date. Second, we explore the eudaimonic philosophy of self-determination theory and how this serves to guide the intervention. Finally, we propose our life crafting intervention and discuss how the components may be delivered to emerging adults to foster more meaning, authenticity, and psychological need satisfaction. Similarities and differences with other programs of research are discussed, as well as the unique contribution of this life crafting intervention. [ABSTRACT FROM AUTHOR]

Background: It can be very challenging for practitioners to talk with autistic children, especially when the conversation calls for self-regulation. Self-regulation is inextricably linked to awareness of oneself and others in social contexts. Encouraging the need for autonomy could help increase self-awareness and awareness of others in social events, which in turn could strengthen self-regulation. However, little is known about how autonomy influences competence in reasoning about self and others when regarding social events in which autistic children participate. This study explores the reasoning of self-other awareness on a microlevel timescale using ipsative, dynamic approaches to autism. The central question in this study is: to what extent can autonomy-provided scaffolding (APS) elicit high levels of reasoning about self-others in social events (RSS) over time? Method: We used video-taped interaction data from three sessions between one autistic child and a practitioner, contextualized by a set of animated DSM-5-based items of social events on which the child was asked to reflect. Interaction variables were the child's level of RSS and the practitioner's level of APS. We coded the real-time interaction. Results: First, when exploring the dynamics of the microdata, we found contingency over time within sessions. Second, over the sessions, the practitioner showed a stable high level of APS, whereas the child's level of RSS increased. Third, a coupling effect between the level of APS and RSS was found within and over sessions. Salient is that the child and practitioner increasingly adapted to each other over the three sessions, and over time, high-level APS of the practitioner elicited higher levels of RSS of the child. Discussion: Because the child showed a significant improvement in RSS over time, our research question provides a promising perspective. Contrary to what one might expect in autism, APS supported the performance of the child in reasoning about self-others in social situations. These outcomes underline the importance of giving voice to autistic children. The results may encourage researchers to develop strategies and tools that can help give a voice to children, to gain more insight into the child's reasoning. This may further develop self-other awareness and self-regulation in the social events of autistic children. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore this process through reviewing key reports and literature through an Indigenous standpoint lens. We identify three key challenges facing the Yoorrook Commission in its journey. First, the continued resistance of influential sections of the Australian community to look backwards and accept responsibility for the violence of the colonial project. Second, the trauma facing those who speak out and remember and the real danger of expectations dashed. Third, the continuance of the colonial pandemic and underlying and invisible racism that infects and poisons all Australians. Design/methodology/approach: This paper has drawn on key literature and secondary data through an Indigenous Lens. Findings: We identify three challenges facing Yoorrook. First, the resistance of influential sections of the Australian community to accept responsibility for the violence of the colonial project. Second, the trauma facing those who speak out and remember and the danger of expectations dashed. Third, the continuance of underlying and invisible racism that infects and poisons the hearts and minds of non-Indigenous Australia. Despite these challenges we argue that the ability of Yoorrook to capture the lived experience of First Peoples in Victoria and the ability to hold key government officials to account presents a unique opportunity to advance the self determination of all First Peoples in Australia. Originality/value: This is the first Treaty in Victoria and there has been no study of it before. [ABSTRACT FROM AUTHOR]

Supported Decision Making (SDM) is a way for people with complex support needs to get the support they need to make important life decisions. Using SDM, a person selects the type of support (e.g., a trusted person and technology) that bridges the gap between their decision-making experience and abilities and the demands of the decisions they need to make. In this article, we describe an intervention that was developed in partnership with people with complex support needs, Deciding My Future. The intervention supports people with complex support needs to make decisions and plan for support. A case study is provided to illustrate how Deciding My Future can be used to support decision-making. [ABSTRACT FROM AUTHOR]

Introduction: Recent trends in training teachers of students who are blind or have low vision (i.e., those who are visually impaired) have shifted away from traditional hand-over-hand guidance and toward a hand-under-hand approach. However, a search for peer-reviewed studies that address the effects of the use of hand-under-hand versus hand-over-hand instructional techniques often yields few results. This article examines literature on tactile receptors in the human integumentary system and how different forms of touch may affect tactile learning. Methods: The authors used a purposive search of literature using key words and phrases associated with different forms of touch to examine literature on the effects of touch from the perspectives of both the biological and social sciences. Results: Much of the neurological and sociological research that was revealed in this study tended to support the anecdotal evidence from practitioners who have described learners developing a greater sense of autonomy, independence, and connectedness when they are able to control their own body. Discussion: Literature cited in this study indicates that repeated use of controlling forms of touch may inhibit learning through the discriminative tactile system. In addition, the authors describe literature indicating that implicit social messages conveyed through controlling touch may perpetuate stereotypes of individuals with visual impairments as dependent on sighted people and create social barriers to independence. [ABSTRACT FROM AUTHOR]

Background: Self‐determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self‐determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school‐based practices that target self‐determination development for students with intellectual disabilities. Method: The review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021. Results: Across the 18 studies, the most used practice is the SDLMI. Research focuses on United States‐based transition‐aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision‐making about practices and individualisation of support. Conclusions: Self‐determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self‐determination learning opportunities throughout the pedagogical cycle. [ABSTRACT FROM AUTHOR]

To examine changes in self-determination associated with youth participation in residential immersive life skills (RILS) programs. In this prospective mixed methods study, the Arc's Self-Determination Scale was administered pre- and post-program, and at 3- and 12-month follow-ups, to 27 RILS youth and a comparison group of 11 youth enrolled in a non-residential life skills program. Ten RILS youth were interviewed 3 and 12 months post-program, with content analysis used to explore changes in autonomy, self-realization, and psychological empowerment. RILS youth showed statistically significant increases in autonomy immediately after the program, which were maintained one year later, whereas the comparison group displayed increased autonomy only at 3 months post-program. Qualitatively, RILS youth emphasized changes in behavioral autonomy and psychological empowerment 3 months post-program, whereas at one year there was greater emphasis on changes in self-realization. Using a triangulation protocol, the mixed methods data were interpreted as showing agreement regarding changes in autonomy due to intervention, partial agreement regarding self-realization, and dissonance regarding psychological empowerment. RILS programs can enhance the autonomy of youth with physical disabilities and contribute to their sense of confidence and understanding of themselves as they move forward in life. The findings suggest the importance of the immersive, away-from-home component of residential immersive life skills programs in enhancing the autonomy of youth with disabilities Youth reported changes in their level of autonomy after attending residential immersive life skills programs, as well as feeling more confident in living on their own Residential immersive life skills programs can contribute to youth's understanding of themselves as they transition to adulthood [ABSTRACT FROM AUTHOR]

Purpose: Although promoting self-determination in secondary transition is an important goal when working with adolescents with intellectual and developmental disabilities, the conceptualization and definitions of self-determination and its associated skills are not consistent. The aim of this scoping review was to examine how self-determination and its associated skills have been conceptualized and defined in interventions that support secondary transition in adolescents with intellectual and developmental disabilities and how self-determination is operationalized accordingly in those interventions. Method: Studies published between 2006 and 2021 were searched using databases, including MEDLINE, PubMed, ERIC, PsycINFO, Education Source, and OTseeker. Hand-searching of bibliographies was also performed. Results: Twenty-eight articles were included in this review. Eighteen articles provided explicit definitions of the term self-determination, which was categorized into four orientations: special education, disability rights advocacy, public health, and psychology. Interventions that support secondary transition in adolescents with disabilities developed under these different orientations were described. Conclusions: Skills associated with self-determination may vary depending on the definition being used. By gaining a deeper comprehension of the different perspectives on the concept of self-determination in the field of education, occupational therapists can tailor their interventions in a manner that is best suited to the individual requirements of students. [ABSTRACT FROM AUTHOR]

Purpose: The excessive use of mobile phones significantly alters human thought patterns and affects individuals' behavior and psycho-social well-being. This study aims to explore the correlation between social intelligence and self-determination in adolescents, focusing on how mobile phone addiction plays a mediating role. Methodology: The research employed a descriptive-correlational approach and cross-sectional method, utilizing structural equation modeling (SEM) for analysis. The statistical population consisted of teenage boys and girls in Tehran who experienced mobile phone addiction from July to October 2023, with psychologist confirmation of addiction. A sample of 150 teenagers was selected through purposive sampling, with 17 individuals excluded due to incomplete or erroneous questionnaire responses. Research instruments included the Tromso Social Intelligence Scale, Self-Determination Scale, and Mobile Phone Addiction Questionnaire. Data analysis was conducted using SPSS version 27 for overall data and SmartPLS version 4 for path analysis between variables, with a significance level set at 0.05. Findings: The results of the current study indicated that Social Intelligence had a significant negative impact on mobile phone addiction (β=-0.380, p <0.001). In addition, there was a significant positive effect of Social Intelligence on Behavioral independence (β=0.383, p <0.001), but no significant effect on Psychological Empowerment and Self-determination (p>0.05). Furthermore, the relationship between Social Intelligence and Behavioral independence, as well as Self-determination with the mediating factor of Mobile phone addiction, was found to be significant (p < 0.001). However, the association between Social Intelligence and Psychological Empowerment with the mediating role of Mobile phone addiction was not significant (P>0.05). Conclusion: The findings of the current research indicate that social intelligence can decrease mobile phone addiction and enhance behavioral independence, while mobile phone addiction can diminish behavioral independence and self-consciousness. However, social intelligence and mobile phone addiction do not impact psychological empowerment. Additionally, mobile phone addiction serves as a mediator in the correlation between social intelligence and the aspects of behavioral independence and self-consciousness. [ABSTRACT FROM AUTHOR]

Nurturing self-determination, promoting intrinsic motivation, and exercising control of their lives should be important outcomes of sport programs for people with intellectual and developmental disabilities. This protocol presents Pickle Squad, a pickleball recreational therapy intervention for eight adolescents and young adults with intellectual and developmental disabilities delivered by a Certified Therapeutic Recreation Specialist (CTRS®). The purpose of Pickle Squad was to cultivate the participants' self-determination and promote the development of sport-specific pickleball skills; this small group intervention applied the recreational therapy process (i.e., APIED) in the delivery of an 8-session program. Each participant completed one pickleball skills assessment and one self-determination assessment pre and post intervention. Individual and group goals and objectives were developed for participants. Each session lasted two hours and started with lessons and activities focused on self-determination, followed by lessons and drills targeting pickleball skills, and concluded with processing. Progress notes were documented for each participant. Evaluation results via single sample t-tests revealed that overall participants increased their self-determination t(7) = 2.61,p = .035. and developed sport-specific pickleball skills, t(7) = 4.77, p = .00. By conventional criteria, t-test results obtained were statistically significant. A discussion with limitations and implications for practice and research is included. In conclusion, this protocol suggested that self-determination levels could be increased through a pickleball intervention focused on self-determination and sport-specific pickleball skills. [ABSTRACT FROM AUTHOR]

Objective: Compared to Western cultures, self-determination needs are expressed and pursued differently in Asian cultures, where interdependence and achieving greater good for the group are prioritized. To accommodate these needs, we propose the use of family-centered decision making (FCDM) to complement the shared decision-making (SDM) practice, fostering collaborative psychiatric care for Asian individuals residing in the United States. Method: This article synthesizes various literature to outline the similarities and differences between SDM and FCDM, discuss implementation steps, challenges associated with implementation, potential solutions, and future research considerations. Results: Our review suggests that FCDM is more responsive to and inclusive of Asian cultural experience, better reflecting these cultures' expression of self-determination. We propose a five-step framework for FCDM implementation in psychiatric rehabilitation for Asian and Asian American individuals, while identifying three further practical considerations: logistical difficulties, intrafamilial differences, and making the decision to use FCDM or not. Conclusions and Implications for Practice: Given the heterogeneity of Asian individuals in the United States, we urge providers to allow flexibility in practicing FCDM. We outline the important components for providers to help individuals with psychiatric disabilities distinguish between the characteristics of FCDM and SDM, evaluate the potential pros and cons of utilizing FCDM, and then initiate FCDM if appropriate or requested by the individuals. Impact and Implications: Family-centered decision-making (FCDM) complements shared decision making, promoting culturally inclusive and responsive care. This article examines how FCDM accommodates the distinctive self-determination needs of Asian individuals in the United States and highlights its potential for fostering a collaborative approach in psychiatric rehabilitation. It discusses FCDM implementation steps, its challenges, and highlights the importance of further research to better understand and enhance FCDM in practice. [ABSTRACT FROM AUTHOR]

Objective: To systematically review evaluated local, community or peer‐delivered well‐being and employment interventions delivered within regional, rural and remote Australia. Design: Searches within nine databases retrieved peer‐reviewed and grey literature from an initial pool of 3186 papers published between 2012 and 2022. PRISMA guidelines were adhered to, and the Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of the well‐being or employment (or both) articles. Findings: A total of 19 items met the inclusion criteria, which included two quantitative, 12 qualitative and five mixed‐methods evaluations. Intervention cohorts included Indigenous Australians, youth, older people, workers and the general community. The average methodological rating was 83%. The overall level of evidence for the interventions was low due to mostly descriptive studies. Discussion: Interventions that appeared effective in improving well‐being tended to focus on addressing social connectedness and self‐determination. Unexpected employment outcomes were evident across many of the studies, which highlighted the reciprocity between well‐being and employment. Conclusion: This review highlights promising interventions for improving well‐being by focusing on social connectedness and self‐determination. Further empirical evidence is encouraged to explore the reciprocal relationship between well‐being and employment, emphasising the significance of social connectedness and self‐determination in this context. [ABSTRACT FROM AUTHOR]

The field of online professional development is in ongoing growth, and motivation has been identified as a critical factor in online courses. Somewhat different from the common courses delivered through MOOCs, this study investigates learning processes in compulsory courses. The study aims to understand the motivational factors influential on the behaviors of faculty members in a compulsory professional development program. The participants included 11 instructors who completed the program. Within the lens of self-determination theory, the motivation of instructors was determined through semi-structured interviews, which were analyzed through content analysis. Prominent factors affecting motivation were found as (a) the nature of professional development, (b) teaching materials, (c) evaluation, (d) learning environment, and (e) external factors (compulsory participation, environmental pressure). Attending a compulsory course is discussed in terms of self-determination theory. The implications of notable findings and directions for future studies are also discussed. [ABSTRACT FROM AUTHOR]

In appealing to readers below the age of thirteen, picture books can prove formative in children's mental growth and well-being. Nevertheless, despite their potential importance, few studies have explored children's picture books that focus on children grappling with familial struggles and mental health, such as depression. This research therefore examined the children's picture book, Balloons for Papa: A Story of Hope and Empathy, written by Elizabeth Gilbert Bedia and illustrated by Erika Meza, primarily aiming to reveal 1) how a child's determination and depression are portrayed, and 2) the author's ideology and critical position. A qualitative approach was taken to analyze the data. Hall's representation theory, which focuses on the constructionist approach, was chosen to gain a better understanding of how the author's culture, situation, and society contributed to their creation of the book. Meanwhile, Barthes' semiotic approach was utilized as a tool to examine the illustrations. The findings underscored the empathetic qualities of Arthur, the main character of the story, which drive his relentless pursuit to restore his father's happiness. However, it is critically acknowledged that the representation of Papa may not offer a definitive portrayal of depression. Nevertheless, Bedia's narrative still aligns with the broader discourse on depression awareness and the resilience of a child's determination, contributing to a nuanced understanding of these complex themes within the context of the picture book. In addition to providing insight into the pivotal themes of hope, empathy, and mental well-being within the context of children's literature, this research unraveled the intricate interplay between hope and empathy, while also portraying a child's determination against the backdrop of depression. [ABSTRACT FROM AUTHOR]

The purpose of this article was to explore, from the perspective of students and graduates with disabilities, the skills that are necessary to be self-determined at university, why these are important, and how they can be developed to remain in university and graduate successfully. A systematic review, including 16 qualitative studies with a total of 303 participants, was carried out. The results provide information on: essential skills to facilitate self-determination and successful completion of university studies (problem-solving skills, learning about oneself, goal setting, self-management, self-advocacy) and attributes (autonomy, resilience, and empowerment); the reasons for being self-determined at university (achieving academic goals, overcoming barriers, demonstrating abilities, self-confidence, and academic success); and how self-determination can be learned at university (trial and error; family, faculty and peers; disability services; peers; specific programmes; and information technology communication). The conclusions are encouraging and show that self-determination can be learned in universities with the necessary supports. [ABSTRACT FROM AUTHOR]

The article describes how Applied Theatre in creative workshops for persons with learning disabilities came to facilitate the development of a method for promoting self-determination through actualisation of empowerment. The study explores the lived experiences of self-determination in residents living in group homes, through co-creative processes of method development. The presented experiences are bi-findings to the original intent, resulting from an occurring process when urged to interview the institutionalised bearer of everyday oppression—The House—by using roleplay. This activity converted into a game, which when analysed, shed light upon fundamental elements underpinning a method for promoting self-determination. Self-determination is a human right, which allows all to make own decisions and live in line with own taste. Persons with learning disabilities in group homes often experience low self-determination. In the study the participant's tended to speak about the group-home as if the House itself was alive, and had power to decide over the residents. We used roleplay to interview the House and co-created a game to enhance empowerment. The game contributed in changing the participant's attitudes, from holding back to standing up for oneself. Working with theatre provided possibilities to experiment on alternative forms of action. Since we were just playing, the participants could allow themselves more. They could take lead of their own processes, and develop their own path at their own pace. Such creative group-work can thereby be a method to promote self-determination for persons with learning disabilities. [ABSTRACT FROM AUTHOR]

The article dissects approaches to playfulness with persons with learning difficulties. It questions the intersection of dis/ability and play by reassessing (who determines) the role of play in people with dis/abilities' lives with a focus on discursive practices of belittlement and diagnosing, as well as the positive potential in play, such as empowerment in an inclusive game session. As part of an international research project, we facilitated an open play session and gathered data by recording it and the reflective discussions that followed. The research methodology follows a Grounded Theory approach, using Situational Analysis to map the empirical material. Initiating play and negotiating rules proved relevant throughout initial mapping. Additionally, the question of whether and how discursive practices of belittlement and diagnosing were reproduced, disrupted, and reassessed took centre stage. The findings show that both discursive practices of belittlement and positive potentials of play surfaced throughout the open play session. Play can break barriers and be practised inclusively. 'Powerful people tend to feel, do and say things in the way they are used to. In this article we call that 'dominant norms and discursive practices'. 'One of the things they are used to doing is to treat people with disabilities as children. We call that 'belittling'. We need to be alert and self-critical, without shame, in trying to feel, talk and act inclusively. Together we can change how we used to feel, do and say things and enable inclusion and empowerment. [ABSTRACT FROM AUTHOR]

This study examined whether stroke survivors' self-determination, sense of agency (SoA), and self-efficacy affect their motivation to recover and their degree of independence in activities of daily living. A cross-sectional questionnaire-based study was conducted among patients undergoing rehabilitation at a hospital. The FIM and Brunnstrom Stage (Br-S) scores in the second month of rehabilitation were analyzed to determine the degree of motor function recovery. As a result, significant associations were observed between "self-determination" and "motivation," "SoA" and "self-efficacy," "self-efficacy" and "motivation," and "motivation" and "FIM scores." These results indicated that self-determination and self-efficacy may affect patients' motivation to undergo rehabilitation, respectively. Among these, SoA was found to be a factor specifically influencing self-efficacy. These findings also suggest that motivation influences FIM scores, one of the rehabilitation outcomes. Taken together, this work provides insights into potential interventions through which healthcare providers may be able to improve patient motivation. [ABSTRACT FROM AUTHOR]

The purpose of this study is to provide a basis for theoretical reflections for the recognition of the importance of the construct of Self-determination as a fundamental dimension of the Quality of Life, also for people with disabilities. In this sense, the main empirical studies that analyse the existing correlation between Self-determination and Quality of Life are summarized, to highlight the relevance that these constructs occupy in the sectors of education, special education, and public health. Following this file rouge, the delineation of educational paths aimed at the aid of innovative models and practices is envisaged, starting from the drafting of Individualized Educational Plans (IEP), a key tool for the design of inclusive teaching paths, based on the construction of self-determined people, causal agents of Quality Lives. [ABSTRACT FROM AUTHOR]

Background and Purpose: The present study analyses the impact of transformational (TL), transactional (TRL) and laissez-faire styles (LSF) of leadership on Organizational Citizenship Behavior (OCB) of employees in the context of the automobile industry. Moreover, the study also focuses on the mediating effect of self-determination (SDE) and the moderating role of supervisor identification (SD) on the proposed correlation. Method: The primary data for the study was collected by designing a survey questionnaire. The questionnaires were distributed among the employees from the automobile industry and a final sample of 312 responses was utilized. The data was analyzed through the application of PLS-SEM. Findings: The study validated a positive and significant relationship between LSF and OCB. Similarly, TRL and OCB were positively and significantly related. Notably, TL was an insignificant predictor of OCB. SD exerted a significant moderating role in the association between TRL and SDE only. The evaluation of the mediating role of SDE in the association between leadership styles and OCB revealed that SDE significantly mediated the association between TL and OCB, and TRL and OCB. Nevertheless, SDE was an insignificant mediator in the association between LSF and OCB. Conclusion and Implications: Thus, the findings of the present study hold significance for leaders from automobile industry leaders and offer guidance to design strategies for enhancing the OCB and workplace engagement through effective leadership strategies. [ABSTRACT FROM AUTHOR]

The present study was conducted to replicate and resolve the paradox of work. This paradox makes it appear that intrinsic motivation functions differently based on the type of activity being performed, with productive activities having different patterns of relationships among predictor and subjective experience indices of intrinsic motivation than found in other life domains. Variables were drawn from three theoretical perspectives – self-determination theory (self-determination and interest), flow theory (balance of challenges and skills and flow experiences), and eudaimonic identity theory (self-realization values and feelings of personal expressiveness). A sample of 637 college students completed the Personally Expressive Activities Questionnaire. The paradox of work was replicated and, as hypothesized, relationships among the predictor and subjective experience variables were demonstrated to be similar across all activity domains including productive activities. The paradox of work appears to be an artifact of particularly low levels of self-determination associated with productive activities. [ABSTRACT FROM AUTHOR]

In recent decades, research in the field of intellectual and developmental disabilities has targeted self‐determination and quality of life constructs. Quality of life has been extensively studied within various theoretical frameworks. It has been used to guide the provision of appropriate support in daily life. In addition, a vast body of scientific literature has focused on the theoretical and practical underpinnings of self‐determination as a construct in itself. To understand how self‐determination is an essential supporting concept in the quality of life paradigm, this brief report unravels the complementary but unique role that each construct (quality of life and self‐determination) embodies. Furthermore, we discuss the role of self‐determination in the scientific literature and in the quality of life of people with intellectual and developmental disabilities, reflecting on how both lines of research can converge and be aligned from a common approach. The aim is to drive attention to areas of future research development that strengthen understanding of quality of life and the self‐determination construct. [ABSTRACT FROM AUTHOR]

Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students' use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Studies have indicated that the level of autonomy of people with intellectual disability is influenced by personal and environmental factors. The aims of this cross-sectional and correlational study were to determine a correlation between the level of autonomy in adults with intellectual disability, on the one hand, and specific personal and environmental factors, on the other hand, and to determine the predictors of the achieved level of autonomy. Adults with mild and moderate intellectual disabilities (N = 128) completed self-report Autonomy subscale of The Arc's Self-Determination Scale: Adult Version and the Choice Questionnaire. Their executive functions were assessed individually. Data on participants' social skills were obtained from their caretakers using the Vineland Adaptive Behaviour Scale – Socialisation domain. The results indicated a significant positive correlation between participants' level of autonomous behaviour and their age, social skills, availability of choice and executive functions. Significant independent predictors of the autonomy level were availability of choice, type of housing, gender and age of the participants. It is concluded that it is important to apply the procedures designed to develop the skills of independent decision-making as well as support the encouragement of independent housing. [ABSTRACT FROM AUTHOR]

Based on the tenets of self-determination theory, the Sport Motivation Scale-II is an 18-item instrument that consists of six subscales. Despite the numerous studies that have been conducted using self-determination theory in organized youth sport contexts, measures available to assess self-determined forms of motivation across socio-cultural contexts are scarce. This is particularly important because there are socio-cultural contexts that have diverse reward systems, competitive structures, and convey different social norms, values, and cultural nuances. The existence of measures available to assess self-determined forms of motivation across socio-cultural contexts may enable the development of a robust knowledge base that informs research-topractice partnerships and potential changes across a complex youth sport landscape. The present study aimed to validate the factor structure of the Sport Motivation Scale-II with a sample of 239 Portuguese adolescent athletes. The participants' ages ranged between 12 and 17 years old (M= 14.39; SD = 1.35). Confirmatory factor analysis was conducted to achieve the aim of this study. Findings showed that the six-factor model used by the authors presents a good adjustment concerning sports participants' level of motivation toward sports practice. Moving forward, the Sport Motivation Scale-II may be used in future studies to help provide an understanding about athletes' self-determination. Several practical and theoretical implications are provided. [ABSTRACT FROM AUTHOR]

Background: Skills such as planning and problem solving that are required in self‐determination can be cognitively demanding. It has not yet been examined whether executive functions and intelligence are associated with levels of self‐determination in individuals with intellectual disability (ID), and how that is related to quality of life (QoL). This study examined the associations among executive functions, intelligence, self‐determination, and QoL in adolescents with ID. Methods: Seventy‐nine adolescents aged between 17 and 20 years with mild ID participated in the study. Executive functions were assessed by experimental tasks. Non‐verbal IQ and survey data regarding QoL and self‐determination capacity were collected from the participants. Results: In a regression model with QoL as the dependent variable, only executive planning and self‐determination capacity (but not working memory, inhibition and IQ) were significant predictors of QoL. Two mediation models were tested based on the hypotheses, literature and current findings. Model 1 revealed that executive planning had a negative direct effect on QoL when the mediator, self‐determination capacity, was held constant. Model 2 indicated that the significant association between self‐determination and QoL was not mediated by executive planning. Conclusions: The findings highlighted the crucial significance of self‐determination, in comparison with executive functions and intelligence, for improving the QoL in adolescents with ID. Importantly, higher executive planning skill was even associated with lower QoL if self‐determination was not concurrently strengthened. These findings carry implications for the design of education and intervention programmes aimed at improving QoL of adolescents with ID. [ABSTRACT FROM AUTHOR]

Background: Self-determination has been shown to be an important factor in mental health and wellbeing, but from the homecare recipients' point of view, autonomy and self-determination is not fully integrated into homecare services. The aim of this study was to explore older adults' experiences of self-determination when needing homecare services. Methods: In 2018, a qualitative descriptive study was conducted and a convenience sample of 15 older adults from 3 homecare service facilities were invited to participate in individual interviews. Data were analysed using qualitative content analyse. Results: The theme Transitioning from self-determination as independence towards self-determination as shared decision-making emerged through the older adults' narratives. This 'transition' is one in which older adult's understanding of self-determination and self-esteem was transitioning towards the acceptance of shared decision-making. The person's inner strength and willingness to make decisions was promoting to enact and preserve independence. Accepting one's dependence on others and being in a positive atmosphere were described as promoting self-determination and shared decision-making, and vice versa. The above overarching theme permeated all subthemes, which included: mobilising inner strength to enact independence; accepting increasing dependence on others; and being influenced by the atmosphere. Conclusions: The study contributes increased understanding of older adults' experiences of self-determination. The results can act as a guide when planning future person-centred care interventions in the context of homecare services and help improve homecare services' ability to meet the needs of older adults. To summarise, older adults' reflections on their own self-determination highlighted relationships with other people as important for shared decision-making, which could help preserve older adults' autonomy and self-esteem. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has exacerbated the global nursing shortage. As the shortage worsens, reliance on internationally educated nurses is expected to increase, presenting challenges and opportunities for health care systems and nurse leaders worldwide. While internationally educated nurses bring cultural and ethnic diversity to domestic workforces, they face significant hurdles in successfully integrating due to racism, discrimination, and isolation, which can have a negative impact on their self-determination. The challenges encountered by internationally educated nurses can not only affect their self-determination, but they can also pose risks to patient safety. Objectives: This purpose of this paper was to examine the extant literature to describe the experiences of internationally educated nurses through the lens of Ryan and Deci's Self-Determination Theory. Another aim was to offer nurse managers and administrators strategies for supporting internationally educated nurses within their health care facilities. Design: Discussion Paper. Conclusions: Health care organizations should allocate time and resources to facilitate the professional transition of internationally educated nurses, promoting their psychological well-being and self-determination by fostering autonomy, competence, and relatedness. [ABSTRACT FROM AUTHOR]

Self-determination related skills are central for achieving a life of quality for people with intellectual disability and develop as the person interacts with his/her contexts, such as home. As such, families are crucial agents in supporting the self-determination of their children with intellectual disability, although to date, little is known about how to support those families. To address this need, the present study used a Delphi technique to build and reach a consensus on the critical components that should inform interventions targeting families to promote their children's self-determination. Academics and professionals participated in this three-round Delphi study that concluded with a 90-item list of critical components for intervention, concretely relating to general principles, format, content, and methodology. This knowledge has the potential to guide emergent intervention initiatives to support families in fostering their children's self-determination. Implications for research and practice fields are provided and discussed. [ABSTRACT FROM AUTHOR]

Over the past few decades, there has been a noticeable focus on adolescents' learning and participation activities. Surveys and studies conducted in academic schools in China have reported an increase in cases of adolescents experiencing learning difficulties. The previous research has linked the concept of learning difficulties and disabilities within the broader cultural, social, and academic context. Existing studies shed light on various factors responsible for triggering learning difficulties and how to resolve them. The literature commonly identifies academic factors, such as the school environment and teaching styles, as potential causes of learning difficulties. However, studies have often neglected social elements, including the role of parents and an individual's self-efficacy. This study examines personal and social factors to analyze their impact on the psychological resilience of adolescents. A quantitative design was adopted where data was collected from adolescents across China through Wen Juan Xing. The findings imply that parental involvement, but not self-efficacy, significantly impacts psychological resilience. Additionally, it was discovered that parental involvement, self-efficacy, and psychological resilience weren't mediated by achievement motivation. The findings from the study can be used by parents, managers, and other children welfare organizations to develop policies and processes that are supportive of the development and resilience of the adolescents. [ABSTRACT FROM AUTHOR]

Background: While epilepsy can decrease quality of life and self‐determination in individuals without intellectual disabilities, the impact of epilepsy on experienced self‐determination in people with intellectual disabilities remains unclear. Method: We conducted semi‐structured interviews with six adults (four men, two women) aged 30–61 with mild intellectual disabilities and drug‐resistant epilepsy to investigate their experiences of self‐determination. The data were analysed using Interpretative Phenomenological Analysis. Results: Three main themes were identified: (A) I am a competent person with epilepsy; (B) My social needs: being accepted as I am and stability in relationships; and (C) Being in control. Conclusions: In this study, the impact of epilepsy on experienced self‐determination of people with mild intellectual disabilities outweighs the influence of intellectual disabilities. Identity formation, friendships with peers, and autonomy support in risk management are identified as important topics in supporting this group. [ABSTRACT FROM AUTHOR]

Objective: To examine sleep health within a self-determination framework across a diverse college sample. Participants: A nonclinical sample of undergraduate students (n = 399) from a large, urban, public university in the Mid-Atlantic United States in Spring 2020. Methods: Participants were recruited via an online research participation portal and received extra credit for participation. All measures were administered via an online survey. Results: Basic psychological need satisfaction was associated with sleep health. This association was partially mediated by sleep hygiene but not by regulatory style. There were no racial/ethnic differences in sleep health, sleep hygiene, basic need satisfaction, or regulatory style. Men reported more maladaptive motivational styles for sleep health, and non-binary/transgender students reported worse sleep hygiene. Conclusion: Basic psychological need satisfaction and sleep hygiene are critical targets for intervention across diverse college student populations. Motivation may be less critical for nonclinical interventions. [ABSTRACT FROM AUTHOR]

There is a growing interest on the role of noncognitive factors such as personality traits and implicit beliefs in accounting for individual differences in academic performance. Autonomy support from primary socializing agents too is an important tool for enhancing student motivation and other learning outcomes. In this study, we tested a model hypothesizing that the broad personality traits of conscientiousness and openness, growth mindset, and perceived teacher and parent autonomy support would be distal predictors of academic performance, with self‐determined motivation proximally accounting for performance outcomes. Middle school students (N = 234) completed an online Qualtrics survey. Students' year‐end grade point averages for all subjects were used as an indicator of their academic performance. We found that conscientiousness had direct and indirect effects (through autonomous motivation) on academic performance. Openness, growth mindset, and parent autonomy support were indirectly associated with academic performance through their effects on autonomous motivation. The effect of teacher autonomy support on academic performance was mediated by both controlled motivation and autonomous motivation. Practitioner points: Being conscientious is key to academic success.Parents who provide autonomy support to their children can positively influence their academic performance by fostering autonomous motivation.Teachers who provide autonomy support can also positively influence academic performance by promoting autonomous motivation and avoiding practices that lead to controlled motivation. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this papers is to set out the advantages to local communities of independent representation of older people by older people through active and vibrant older people's forums and groups and the rationale for Councils in Wales to support their revitalisation and development. Design/methodology/approach: This paper describes how semi-structured action research and follow-up discussion and analysis over a two-year period was undertaken by older people with representatives of Older Peoples Forums and groups to identify a strategy to restart and revitalise independent forums post pandemic to represent the voice of older people to government at all levels. Findings: Facilitation of the independent and self-determined voice of older people through genuine co-production with Forums can help Councils meet statutory duties and ensure their policies and services for older people are developed and informed from the direct experience of those receiving them. This will also help address the impacts of an ageing population and meet the national aim to create age-friendly communities across Wales. Social implications: This research provides a basis for Councils to work with Independent Older Peoples Forums and groups to restart and regenerate the forums and promote the self-determined voice of older people to government at all levels. Originality/value: In an ageing society older people should be empowered and enabled to make their own decisions. The principle of self-determination by older people for older people directly and through co-productive engagement with them by local authorities has meaning and purpose that should be promoted and implemented. If age-friendly communities are to be developed across Wales, then collaboration on this basis is required including through independent 50+ forums in localities. [ABSTRACT FROM AUTHOR]

Background: The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) recommend all disabled people receive support to develop their autonomy. Subsequently, evolving models for supported decision‐making and informed consent present guidance to enable autonomy support, which have relevance to people with intellectual disabilities. To date, reviews have explored how adults with intellectual disabilities exercise their autonomy or factors impacting the development of their self‐determination. This review aimed to establish the effectiveness of 'autonomy support interventions' engaged by adults with intellectual disability and the meaning of these interventions to this cohort. Methods: A systematic search of Cinahl Complete, PsychINFO and Scopus databases was undertaken. The search was limited to studies published between 2000 and 2020. Identified citations were uploaded to EndNote X9, duplicates removed, search outputs imported into Covidence and titles and abstracts screened. Data were extracted using an amended JBI data extraction Tool. The search strategy is reported in the adapted PRISMA flow diagram. Findings: Twelve studies were included in the mixed methods review. Critical appraisal was undertaken using the Crowe Critical Appraisal Tool. These findings identified varied and creative autonomy support interventions utilised across ordinary activities with adults with intellectual disabilities. Conclusion: This review identifies the essential components of how autonomy support interventions can enhance ordinary experiences for adults with intellectual disabilities while enabling them to develop skill sets to be more self‐directed in the choices they make. Accessible summary: All adults should have 'freedom' and 'right to choose' meaning to have 'autonomy'.We wanted to find out about autonomy support interventions used by adults with intellectual disabilities to live their own lives, how good these interventions are and what they mean to these adults.We searched online and found 12 studies with autonomy support interventions used in different ways.Adults with intellectual disabilities reported this type of autonomy support was good. [ABSTRACT FROM AUTHOR]

Introduction: This mixed-methods study examined self-determination at a summer sports camp for youths with visual impairments (i.e., those who are blind or have low vision). Educators of students with visual impairment have reported that the expanded core curriculum should be taught outside of the school day and have reported placing a lower priority on teaching self-determination skills during school hours. Methods: Athletes at a mid-Atlantic sports camp for youths with visual impairments responded to the American Institute for Research (AIR) Self-Determination Scale survey regarding perceptions of their own self-determination across three settings, a questionnaire about their experiences of self-determination during camp, and interviews about their understanding of self-determination at camp. Adult coaches responded to a questionnaire concerning opportunities for athletes to develop self-determination skills. Results: A repeated measures ANOVA on composite scores of AIR Self-Determination Scale across home, school, and camp settings revealed athletes were statistically significant, F(2.13) = 24.24, p <.001. Athletes were more confident in their self-determination skills at camp (M = 26.6, SD = 3.33) compared to home (M = 19.1, SD = 5.76) and school (M = 19.2, SD = 5.21). Athletes reported the camp setting allowed for the development of self-determination skills by fostering positive relationships between coaches and athletes, providing emotional support, and promoting inclusion with respect to visual impairment. Limitations included the small sample size, question comprehension, shortened data collection, busy environment, and nature of the relationship between participants and researchers. Discussion: This research will contribute to literature related to teaching self-determination skills to young people with visual impairments and has implications for classroom learning. Implications for Practitioners: Low student-to-staff ratios, access to adapted sports, options to follow one's interests throughout the day, and goal-setting are aspects of camp that educators can adopt to promote self-determination in school. [ABSTRACT FROM AUTHOR]

This writing aims to convey the essential nature and features of a cultural tool based on a set of skills and capabilities generally referred to as "life skills", which allow for the proper management (in the medical and medical-forensic professional realms) of daily situations in an effective and rewarding fashion. Such a process is based on individual tools such as communication, problem solving, stress management, self-control, the ability to make timely decisions, empathy, creativity and the opportunity to work in a multidisciplinary setting. Life skills include everything the professional should rely on in order to minimize the risks of a professional error, through the acquisition of knowledge and behavioral traits which constitute the fundamental, experiencebased starting point. The chief objective of this commentary is to outline the scope of a straightforward discussion by specifically defining such skills; that in turn will make it possible to identify all the technical issues to address during the medical-diagnostic assessment, also from a medico-legal perspective, in order to frame the residual life skills and evaluate the possibilities of recovery and any disabilities, based on observation and interactions with each patient aimed at weighing their psychophysical performance. [ABSTRACT FROM AUTHOR]

Poor postschool outcomes historically await students with disabilities upon graduation. For more than three decades, professionals have responded to this unfortunate reality by focusing on the provision of effective supports and services for the successful transition to adulthood. Social workers play critical roles in supporting this successful transition, yet they are often left out of conversations on policy and practice. One such area involves the role of social workers in the lives of students with disabilities approaching the rights and responsibilities of legal adulthood. Ethics of social work dictate that social workers must navigate a dynamic tension between acting on behalf of "vulnerable" groups and supporting their capacity to act on their own behalf. This tension may create an unnecessary ambiguity when it comes to responding to issues related to adult decision-making support. In this paper, the authors discuss the landscape of decision-making supports in the context of modern social work practice and the ways in which social workers can and should re-think their position on guardianship for transition-age students with disabilities. Practical suggestions to enhance transition outcomes through alternatives to guardianship are provided. [ABSTRACT FROM AUTHOR]

Much historical scholarship on Indigenous education policy focuses on attempts to assimilate Indigenous peoples. Meanwhile, educational policy debates tend to focus on achievement, framed by deficit. Rarely considered are strategic political actions by Indigenous groups to remodel schooling. This paper examines how Indigenous groups have embraced opportunities to construct new Indigenous futures through schooling, and have built modern Indigenous governance in the process. Through a case study focusing on the successful effort to establish the Indigenous-controlled Yipirinya School for town camp children in Alice Springs (Mparntwe), Australia, between 1976-1983, I show how Indigenous educators and their allies built community-controlled schooling to support a self-governed multicultural Indigenous community. On reclaimed Indigenous land, these visionaries overtly challenged the constraints of settler colonial state-led policies of self-determination and later self-management. They were central to constituting a new Indigenous political leadership in Alice Springs which saw control of schooling as central to Indigenous futures. [ABSTRACT FROM AUTHOR]

This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students' transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students' participation in secondary transition, self-determination behaviors, and parental influences on students' self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students' academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided. [ABSTRACT FROM AUTHOR]

Research in self-determination has expanded in recent years, especially in the special education field. Instruments to measure self-determination in students with disabilities are not available in the Romanian language, and this issue has led to the development of the current study, a cultural adaptation , and validation of The ARC's Self-Determination Scale which provides a strong psychometric measure of self-determination. Based on the Functional Model of Self-determination, this scale is designed to measure the four components of self-determination construct and global self-determination in students with disabilities. This pilot test study aims to explain the cultural adaptation and validation process of The ARC's Self-Determination Scale for use in the Romanian research context and the educational approach. The participants' sample for the validation process of the scale comprised 275 young students with learning disabilities, and mild and moderate intellectual disabilities, the participants were ranging ages from 11 and 19 years old (M = 14.93; SD = 1.47). Through the structuraequation modeling approach, the estimation of the latent model fit provided evidence of internal validity of the scale, demonstrating the adequacy to measure self-determination in adolescents with mild and moderate intellectual disabilities. The values of internal consistency coefficients and validity characteristics are discussed.. [ABSTRACT FROM AUTHOR]

The role of learners in the learning process has increasingly evolved in the learning process, leaning towards a more active and participatory role in the learning process. The article explores the value of co-creation of learning and proposes that this value-in-use in the co-creation process is the learner's intrinsic motivation. The study attempts to extend the self-determination theory by exploring learner experiences and presents a conceptual framework. The study finds that students that co-create their learning experiences in event marketing classes lead to self-motivation. [ABSTRACT FROM AUTHOR]

In the present study, two mediational mechanisms, religious self-regulation and self-determination, were hypothesized to account for the relationship between self-resilience and conflict management strategies across a sample of Muslim international students in Pakistan. This correlational study collected data from a university-based sample of 330 young adults (Mage = 22.53, SD = 1.90) enrolled in different programs in Pakistani universities. The study findings suggested that self-resilience was related to religious self-regulation, self-determination, and conflict management strategies. The strength of the relationship ranged from moderate to strong (.25 to.57). Results revealed that religious self-regulation fully mediated the path between self-resilience and conflict management style (e.g., collaborating). Self-determination demonstrated a partially but significantly mediated effect on the conflict management style (i.e., compromising). The current study suggests that religious self-regulation may play an imperative role in learning and executing effective conflict management strategies in international students in Pakistan. Directions for future research and study implications and limitations are also discussed. [ABSTRACT FROM AUTHOR]