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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]

How did it become possible for Denmark to integrate Greenland into the colonial metropole during anti-colonial post-Second World War multilateral diplomacy on decolonisation? Scholarship on the evolution of international society generally equates post-war political decolonisation with the universalisation of sovereign independence. This leaves unaddressed that a quarter of colonial territories did not emerge as sovereign states in post-war political decolonisation. Through multi-archival research, this articles starts to address this conundrum by tracing the emergence of integration into the colonial metropole as a route to political decolonisation in early multilateral diplomacy within the United Nations and how this option was first applied to Greenland. Entering the diplomatic engine room, I demonstrate the generative impact of Danish diplomatic practices and the constitutive importance of a discourse of Danish colonial exceptionalism to explain the legal emergence of decolonisation as integration by 1952 and Denmark's ability to employ this option in the United Nations by 1954. The implications of the paper for scholarship on the evolution of international society go beyond uncovering the emergence of integration as a legal option in political decolonisation. Through its attention to everyday discursive negotiation and diplomatic practice, the article nuances extant scholarship by demonstrating that early post-war multilateral diplomacy was less a quick propagation of universal sovereignty than a contentious, ongoing, negotiation over the meaning and application of self-determination. [ABSTRACT FROM AUTHOR]

In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well‐being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy. [ABSTRACT FROM AUTHOR]

Within the framework of Self‐Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra‐personal level. In this diary study, we recruited 141 university students (Mage = 20.80, SD = 2.20 years) to investigate the degree of confluence among week‐to‐week need satisfaction, quality of motivation, learning strategies, and procrastination for four weeks. Multilevel structural equation modelling showed that need satisfaction covaried positively with autonomous motivation. In turn, week‐to‐week autonomous motivation predicted positively week‐to‐week critical thinking and effort regulation and negatively procrastination. These relations emerged even after controlling for gender, age, and study hours per week. Further, contextual autonomous motivation predicted higher mean levels of critical thinking and effort regulation and lower ones of procrastination. Interestingly, a cross‐level interaction supported the sensitivity hypothesis as the negative relation between need satisfaction and controlled motivation was only true among students who were high in contextual (pre‐diary assessed) controlled motivation. These findings highlight the importance of contextual motivation and the need to establish academic environments that consistently satisfy students' psychological needs, thus promoting the quality of motivation and adaptive learning strategies. [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]

Many students with physical disabilities graduating with a postsecondary STEM degree do not acquire full-time employment. Work experiences can provide undergraduates with authentic experiential learning to help them better prepare for successful STEM careers. Internships provide an important transitional learning phase for students with disabilities to practice necessary job tasks and determine what accommodations or assistive technologies they need to effectively accomplish the requirements of a specific job. As students with physical disabilities transition from a postsecondary education institution with student support services to work environments with different protocols for obtaining accommodations, they may not know what accommodations are truly needed or how to obtain them. We propose that college students with disabilities who are exposed to principles of self-determination (SD) theory during Gregory S Fehribach Center internships are better prepared to identify and utilize effective job accommodations in STEM and other work settings. This practice brief discusses the importance of developing critical learning skills rooted in SD during internships, which has resulted in beneficial results for both interns with physical disabilities and employers who may have never worked with a physically disabled employee. The accommodation processes implemented during the Fehribach Center internship program are correlated with the steps of the Action Model for Self-Determination (Field & Hoffman, 1994, 2015). We believe that these SD skills for acquiring accommodations can be applied by students during other transitional learning phases such as going on to graduate school or seeking other jobs. [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]

This contribution addresses some bioethical and medico-legal issues of the opinion formulated by the Italian National Bioethics Committee (CNB) in response to the dilemma between the State's duty to protect the life and health of the prisoner entrusted to its care and the prisoner's right to exercise his freedom of expression. The prisoner hunger strike is a form of protest frequently encountered in prison and it is a form of communication but also a language used by the prisoner in order to provoke changes in the prison condition. There are no rules in the prison regulations, nor in the laws governing the legal status of prisoners, that allow the conscious will of the capable and informed subject to be opposed and forced nutrition to be carried out. However, this can in no manner make therapeutic abandonment legitimate: the medical doctor should promote every action to support the patient. In the recent opinion formulated by the CNB it was remarked how self-determination is a central concept in human rights and refers to an individual's ability to make autonomous and free decisions about his or her life and body. [ABSTRACT FROM AUTHOR]

Reflection on the relationship between free will and consciousness has mainly revolved around Libet-style experiments, for example by criticizing the claim that conscious intentions never cause what we do. Less attention has been paid to whether this response captures the sense in which consciousness is relevant for free will, however. In this paper I argue that scholars seem to accept two assumptions they should reject: (1) that the relationship between free will and consciousness is best characterized in terms of conscious states and/or processes being part of the causal chain leading up to the action, and (2) that the third-person perspective is a suitable means to capturing the relationship between free will and consciousness. I provide an alternative proposal of how free will and consciousness may be related, in which an agent's self-understanding of what she is doing and why, while acting, takes center stage. In order to capture the relationship between the two, I argue, the first-person perspective should be investigated instead of explained away. [ABSTRACT FROM AUTHOR]

Copyright of Österreichische Zeitschrift für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on territorial preferences in self‐determination disputes has traditionally focused on economic and identity‐related factors. However, the impact of social costs—encompassing overall societal comfort and conviviality—on specific preferences for territorial strategies remains understudied. This paper presents a novel perspective by investigating how social costs affect such policy preferences in Catalonia, a region in Spain where secession has become a politically salient and defining feature of the political debate in recent decades. Through embedded experiments conducted within regionally representative online surveys over two time periods, we examine the relationship between social costs and preferences for territorial strategies. Our theoretical framework and empirical findings underscore the importance of considering social costs as a determinant of policy preferences, warranting further cross‐national exploration—beyond territorial debates. [ABSTRACT FROM AUTHOR]

Education is a critical determinant of student success; however, numerous factors hinder degree completion among some Filipinos. In this context, 'non-traditional students' encompass out-of-school children, youth, and adults. This demographic exhibits an elevated dropout risk compared to other students. Specifically, in Lipa City, only 89.42% of non-traditional students complete their programs, with a dropout rate of 10.58%, which prompted the conduct of the present study. Using a correlational research design, this study investigates the correlation between self-determination and academic persistence among non-traditional students. Survey instruments, including a demographic data form, the Self-Determination Student Scale, and the Academic Persistence Scale, were administered to 150 randomly selected participants. Findings indicate high levels of self-determination and academic persistence, with a positive correlation between the two variables: as self-determination increases, so does academic persistence. However, the sub-factor of relatedness within self-determination scored moderately, as did the implementation subscale of academic persistence. These results highlight the need for collaborative efforts from teachers, the Department of Education, and other stakeholders to enhance interpersonal skills and persistence among non-traditional students, thereby improving completion rates. The study recommends that mobile teachers support students in developing time management skills and organizing team-building activities to foster peer socialization. Future research should explore additional factors influencing academic persistence and employ diverse research designs to obtain more comprehensive data beyond the scope of correlational studies. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestLesbian, Gay, Bisexual, Transgender, Intersex, Queer and Asexual (LGBTIQA+) people with intellectual disability face unique challenges in asserting their identities. We aim to understand how Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) individuals with intellectual disability exercise self-determination within disability services. Eight LGBTQ adults with intellectual disability who used disability services participated in qualitative interviews. Fifteen key informants, representing government policy makers, disability service organisations, gender and sexuality educators, and senior leaders of LGBTQ organisations were also interviewed. We found that LGBTQ people with intellectual disability navigate barriers to self-determination: making autonomous decisions about their sexualities or gender identities; coming out and being recognised as LGBTQ; and gaining a sense of belonging in both disability and LGBTQ spaces. We suggest organisational-level actions including: (1) building organisational awareness; (2) including sexuality and gender identities in person centred support planning; and (3) increasing access to positive visual representations and experiences of pride.This research is important because it highlights the need for disability organisations to support LGBTQ people intellectual disability to live self-determined lives.LGBTQ people with intellectual disability do not have access to LGBTQ peers and education. This makes it difficult to develop LGBTQ identity.Disability service organisations generally do not encourage people with intellectual disability come out to the people around them including support workers.Disability service organisations should think about people’s sexuality and gender identities when choosing how to support them.Experiences of pride events can help people feel like they belong.LGBTQ people with intellectual disability can be reliant on disability service organisations for information and support services.This research is important because it highlights the need for disability organisations to support LGBTQ people intellectual disability to live self-determined lives.LGBTQ people with intellectual disability do not have access to LGBTQ peers and education. This makes it difficult to develop LGBTQ identity.Disability service organisations generally do not encourage people with intellectual disability come out to the people around them including support workers.Disability service organisations should think about people’s sexuality and gender identities when choosing how to support them.Experiences of pride events can help people feel like they belong.LGBTQ people with intellectual disability can be reliant on disability service organisations for information and support services. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions 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.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.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.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]

This study examined the effects of the Nirvana Fitness (NF) program on state body appreciation (BA) and its correlates, as well as the mechanisms that could explain these changes. The study participants were allocated to NF (n = 21) and functional training (control, n = 22) groups and participated in an 8-week exercise intervention. The mean age was 24.4 ± 6.7. The participants filled out online questionnaires on state measures of BA, body surveillance (BS), functionality appreciation, body–mind connection, mindfulness in physical activity (SMS-PA), intrinsic exercise motivation (IM), satisfaction of basic psychological needs, and perceived physical fitness (PPF) immediately after the first and last sessions. The results revealed a significant improvement in state BA and its correlates in both groups, with no changes in PPF in the NF group or IM in either group. An interaction between group and time effects was revealed in a change of relatedness, indicating a stronger effect in the NF group. Positive changes in SMS-PA, BS, and satisfaction of the need for relatedness significantly predicted improvement in state BA. These findings highlight the importance of targeting mindfulness, body surveillance, and relatedness during physical activity in interventions aimed at promoting positive body image in university-aged women. [ABSTRACT FROM AUTHOR]

Research on the impostor phenomenon (IP) is rapidly growing in medical education due to its relationship with distress and burnout. How IP is theoretically conceptualized and analyzed has been inconsistent, however, which limits our understanding of results and how to act on them. We hypothesized that a person-centered analysis, in combination with a robust theoretical framework, would provide a more specific 'profile' of medical student IP and help to optimize supports for their well-being. We used exploratory factor analysis to assess the factor structure of the Clance Impostor Phenomenon Scale (CIPS) in medical students, followed by cluster analysis to identify distinct 'impostor' profiles, based on the identified factors. We then used self-determination theory's (SDT) framework of motivation to explore how students in each profile differed in their general causality orientation, autonomous motivation towards going to medical school, and psychological need satisfaction in the medical program – factors that SDT identifies as predictors of engagement, performance, and well-being. Factor analysis yielded three main IP factors – feeling like a fake, attributing success to luck, and discounting achievement – in line with Clance's original definition of IP. The cluster analysis then identified four distinct IP profiles based on individual differences in these factors, each varying in aspects of their self-determination. This study sheds light on the ways that medical students may experience IP, further reinforcing the notion that not all 'impostors' are created equal. Findings support the three-factor structure of the CIPS among medical students, and that most students will fall into one of four IP profiles. These profiles and their implications are discussed. [ABSTRACT FROM AUTHOR]

Traditional Ecological Knowledge (TEK), described as the relationship between Indigenous peoples and the ecosystem, has always been part of Indigenous communities and their daily lives; however, TEK has progressively been incorporated into the academic and professional field of North American wildlife management and ecology despite its historical domination by Western scientific attitudes, knowledge, and methods. The objective of this note is to provide an overview of such progression from the standpoint of the first author, an Indigenous professional trained in a Western scientific paradigm. More specifically, the paper categorizes the history and the current state of TEK in the wildlife management profession while providing insights for the future of the field. [ABSTRACT FROM AUTHOR]

Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD. [ABSTRACT FROM AUTHOR]

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Aim: To obtain an in‐depth understanding of the lived experiences, values, and beliefs of Taiwanese women with breast cancer who withdrew from cancer treatment. Background: Fear of side effects, negative experiences and personal beliefs were identified as reasons for withdrawing from cancer treatments. Body–mind consciousness and body autonomy play a crucial role in cancer treatment decisions. Design: Descriptive phenomenological approach. Methods: We conducted semi‐structured, face‐to‐face and in‐depth interviews with 16 women diagnosed with breast cancer. Participants were purposefully selected from the Cancer Registry database. Employing a phenomenological approach, our aim was to explore the lived experiences of these individuals. Data analysis followed Giorgi's five‐step process. To ensure a comprehensive report the COREQ checklist was applied. Findings: 'The Determination to Preserve Me' is the essence of treatment withdrawal, identified by three themes and seven sub‐themes. 'Raising Body‐Mind Consciousness' was generated using body autonomy and preventing repeated psychological trauma from the participant's view. Their lifestyles, maintaining the family role, and returning to a normal trajectory help develop 'Maintaining Stability for Being a Patient and a Family Carer'. 'Self‐Defending Against the Body Harm' was generated by concerns about maintaining health and preventing harm. Conclusion: Women's behaviours became transformed by suffering. Actions were influenced by physical and psychological distress, misconceptions about treatments, and appearance changes by self‐determination through self‐protection. Relevance to clinical practice: Healthcare professionals should respect women's autonomy and work collaboratively to ensure their decision‐making with accurate information and awareness of the potential risks and benefits of treatment withdrawal need to concern. [ABSTRACT FROM AUTHOR]

Vocational indecision has been found to be either a predictor or a consequence of academic motivation, but no study has examined whether the two processes share reciprocal links. Three academic motivation orientations have been found to contribute to these two processes: autonomous (i.e., going to school for the pleasure to learn or for the personally valued reasons), controlled (i.e., going to school to alleviate internal or external pressures) and amotivation (i.e., going to school without purpose). The goal of the present study was to test reciprocal and longitudinal links between each of these three motivation orientations and vocational indecision. This longitudinal study used a sample of 584 secondary school students (55% girls) surveyed annually over a 4-year period, where the effect of vocational indecision on each academic motivation orientation and the effect of each academic motivation on vocational indecision were estimated simultaneously. These links were tested both at interindividual (i.e., students are compared with each other) and intraindividual levels (i.e., students are compared to themselves). Results of cross-lagged models indicate that vocational indecision was negatively predicted by autonomous academic motivation but not vice versa, and that this link appeared only at the intraindividual level. Also, vocational indecision simultaneously predicted and was predicted by controlled academic motivation and academic amotivation at both levels. These results suggest that guidance counsellors could support the emergence and maintenance of autonomous motivation in students, to help them make a vocational decision. Also, the scope of their action could extend to school retention, as actions taken to support vocational decision-making could affect students' motivation to engage or stay in school. [ABSTRACT FROM AUTHOR]

A cornerstone of inclusive education is teacher's readiness to respond adequately to different educational needs of students in their diverse classroom. Differentiated instruction, referring to the process by which teachers carefully monitor students' needs and progress, and adapt their instruction according to these differences, is a means to meet the needs of students of different levels. High-quality differentiated instruction is a complex process for teachers which needs careful preparation. This makes teachers' intentions relating to differentiated instruction particularly relevant. In this article we compare two theoretical models to explain teachers' intentions to differentiate: the Theory of Planned Behavior (TPB) and Self-determination theory (SDT). Secondary school teachers (n = 180) responded to a questionnaire in which we measured their intentions and predictor variables relating to both of the theoretical models. Linear regression showed that both the TPB as well as the SDT model significantly predicted teachers' intentions (p <.01), but that the TPB model showed a better fit with the data (48 versus 32% explained variance). We conclude that in addition to the factors included in the TPB, autonomy might be a relevant factor in explaining teachers'intentions. [ABSTRACT FROM AUTHOR]

Although numerous technology-based assistive devices are available for use by people with intellectual disabilities, device adoption rates of are often low. The current research examined reasons for non-adoption among two samples of people with mild intellectual disabilities focusing on transportation: an area of great concern for individuals with intellectual disabilities. The influences on adoption or non-adoption of the perceived benefits of assistive devices were assessed together with the effects of device complexity, transportation self-efficacy, desire for self-determination regarding transport, technophobia, and the desire to be seen to "fit in" with wider society when wearing a device. Interviews were conducted with 44 people attending a support venue in southwest London. Outcomes to the interviews were employed in the formation of a questionnaire distributed to a wider national sample of people with mild intellectual disabilities. Interview and survey questions were created using Tourangeau's investigation method. Responses to the survey were subjected to a logistic regression analysis. Technophobia, transportation self-efficacy and desires for self-determination and to "fit-in" exerted powerful impacts on device adoption. Campaigns and activities designed to increase adoption rates need to recognise these important influences. Encouraging people with intellectual disabilities to adopt assistive technologies is highly desirable because of the latter's ability improve a person's quality of life. Government and manufacturers as well as carers have critical roles to play in securing device adoption. Training of individuals and their carers in device features and application is essential. [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]

Despite studies showing that students who have more self-determination—those who make more decisions and have more control over their lives—have more successful educational experiences and adult lives, research and scholarship document the existence of a "School-to-Guardianship Pipeline." There, educational professionals recommend that parents seek guardianship over their children with disabilities, without explaining or exploring other options that may preserve or build their self-determination. This article documents the importance of self-determination to life and educational outcomes for people with disabilities, and summarizes research showing how overbroad and undue guardianship—guardianships that remove more rights than necessary or that remove rights from someone who is able to exercise them independently or with support—can decrease quality of life. Then, the authors show how Supported Decision-Making can serve as an alternative to guardianship and a way to enhance self-determination, and recommend ways to incorporate supported decision-making into special education supports and services. [ABSTRACT FROM AUTHOR]

These remarks are from Dr. Shogren's written testimony on March 30, 2023, at a hearing of the United States Senate Special Committee on Aging on "Guardianship and Alternatives: Protection and Empowerment." These remarks and a video of Dr. Shogren's oral testimony is publicly available at https://www.aging.senate.gov/hearings/guardianship-and-alternatives-protection-and-empowerment as well as in the Congressional Record. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Adults with intellectual and developmental disabilities (IDD) often face societal barriers to accessing employment due to stigma and discrimination. For people with IDD who have an employment history, little is known about their experiences in accessing employment opportunities. Self-determination behaviors are considered an integral component to a successful adulthood, yet there is limited research that gives voice to people with IDD describing their self-determination and experiences with employment. This study used qualitative content analysis to examine self-determination behaviors in employment experiences of 18 adults with disabilities. Participants provided clear examples of self-determined behaviors which benefited their navigation in work and life. Participants shared advice for other adults with IDD on how to attain employment. Implications for future research and practices are provided. [ABSTRACT FROM AUTHOR]

Crafting is the intentional and proactive behavioural or cognitive changes people make to satisfy their psychological needs. This can take place across life domains, including at work, at home, and in broader life goals, though little research exists comprehensively integrating the different crafting types. Psychological needs are one way that these various crafting types are related. Therefore, we conducted a scoping review of the literature on crafting and the satisfaction of autonomy, competence, relatedness, and meaning in life to better understand how these psychological needs relate to or impact the crafting process. We systematically searched four databases and found 134 papers that met the inclusion criteria. We found that autonomy and meaning in life were two psychological needs that were frequently related to the process of crafting and that competence and relatedness were important but less researched. The satisfaction of psychological needs were often an outcome of crafting, though only job crafting consistently measured psychological needs as the antecedent to crafting. We conclude with recommendations for future research and questions to be addressed. This review may be useful for future basic and applied crafting research by better understanding how specific psychological needs relate to the process of crafting and how individuals may proactively shape their needs. [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]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Political philosophy has long treated the nation-state as the starting point for normative inquiry, while paying little attention to the ongoing legacies of colonialism and imperialism. But given how most modern states emerged, normative discussions about migration, for example, need to engage with the colonial and imperial history of state immigration controls, citizenship practices, and the nation-state more generally. This article critically reviews three historical studies by Adom Getachew, Radhika Mongia, and Nandita Sharma that engage in depth with this history. The studies historicize concepts that are central to discussions in political philosophy: the categories of citizen and migrant, the concept of 'nationality,' and the principle of self-determination. I argue that this historicized form of conceptual analysis helps us challenge the default authority of concepts that are deeply embedded in the political structures that we inhabit. [ABSTRACT FROM AUTHOR]

In this paper, I defend the claim that addressing dominating ontologies is crucial for achieving Indigenous self-determination. Consequently, the struggle for Indigenous self-determination comprises not only an engagement with political practices, structures, and institutions, but also with political ontology. I first argue that implementing Indigenous self-determination requires an engagement with political ontology. I then introduce Iris Young's conception of self-determination as non-domination as a way to engage with diverging ontologies within the political framework of federalism. In the final section of the paper, I present two constructive proposals concerning how Indigenous peoples and settler states can establish an ontology at the federal level that facilitates Indigenous self-determination. [ABSTRACT FROM AUTHOR]

Multitasking during studying is frequent among students. In this experience sampling study we examine if multitasking during studying can be explained by situational study motivation and the personality trait grit; and if grit moderates the relationship of situational motivation and multitasking. Eighty-eight students participated. All participants planned to write an important exam within the upcoming 2 weeks. Situational motivation was conceptualized along the lines of self-determination theory, differentiating between autonomous and controlled motivation. Also, we assessed students' grit. Hypotheses were tested using multilevel modeling in MPlus. As predicted, students multitasked less when situational study motivation was autonomous (vs. controlled). Contrary to predictions, we did not find a significant main effect of grit on multitasking. However, the interaction effect was significant, indicating that in situations with relatively controlled study motivation grittier students are more likely to refrain from multitasking than their less gritty peers. [ABSTRACT FROM AUTHOR]

The proposition of this article is that it is time to re-think Aboriginal self-determination. A process should be allowed to develop that is perhaps less grandiose than the failed Voice, which was rejected in October 2023, but more practical and reflective of Aboriginal social, linguistic, and cultural organisation. A process of self-determination that starts at the bottom and then, if necessary, works its way to the state and federal levels. The post-Voice world of Australia is uncertain. The rejection by public referendum of the Aboriginal Voice has left a void that will take a long time to fill. It is contended in the article that life after the Voice is best to be found by empowerment of local Aboriginal communities; by encouraging hundreds of local voices; by enabling those voices to become a keystone for local community affairs; and for those local Aboriginal voices to cooperate as advocates at the state and federal levels. It is suggested that a bottom-up, rather than a top-down model, would be consistent with Aboriginal social and cultural organisation, and ultimately would endow greater credibility and legitimacy for Aboriginal self-determination initiatives. [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]

Background: This study aimed to identify perspectives of relatives and healthcare professionals regarding self‐determination support for people with severe or profound intellectual and multiple disabilities, highlighting agreements and differences in their viewpoints. Method: Following a concept mapping study, online focus group meetings yielded statements on self‐determination support from relatives (residential facilities: n = 6, family homes: n = 7) and healthcare professionals (residential facilities: n = 9, family home: n = 5). Participants clustered and rated statements, resulting in four concept maps interpreted by experts (N = 6). Results: The 285 statements were categorised into 5–7 clusters per map, revealing key strategies for self‐determination support: communication and choice making (facilitated by aids), sensitivity, familiarity, and collaboration among involved parties. Conclusion: Each group placed different emphasis on these strategies, highlighting importance of continuous support in their implementation. Future research should prioritise practical implementations of these strategies to enhance self‐determination. [ABSTRACT FROM AUTHOR]

Background: In times of crisis, the interests of the individual might be sacrificed for the health and safety of others. The aim of this study was to explore the situation under Covid‐19 for persons with intellectual disabilities, focusing on implications on the right to self‐determination within health protection. Method: To understand how the relevant legal framework was governed by authorities and service providers during the Covid‐19 pandemic, we have performed semi‐structured interviews with 19 service providers in municipal home care services. Results: Many residents were provided adequate and adapted information about Covid‐19, but very few were involved in the introduction and implementation of infection control measures. Conclusions: Our study has revealed how a crisis such as the pandemic not only puts the health of people with intellectual disabilities at risk, but also challenges their right to self‐determination. [ABSTRACT FROM AUTHOR]

This article summarizes the history, current status, and future directions of self-determination research across the globe, with a focus on applications to the education of students with intellectual and developmental disabilities and their transition from school to adult life. Research on the development, implementation, and outcomes of self-determination assessments and interventions is explored. Causal Agency Theory, a theoretical framework for understanding the development of self-determination as a psychological construct, is reviewed, along with research on the importance of self-determination for inclusion, psychological growth, and overall well-being. Specific approaches, models, and perspectives for addressing the support needs of students with intellectual and developmental disabilities, particularly during transitions, are discussed. Assessment and intervention aligned with Causal Agency Theory, including the Self-Determination Inventory and the Self-Determined Learning Model of Instruction, are introduced. Future directions and emerging areas of research are summarized, including issues related to cultural validity, integration of strengths-based approaches, emerging technologies, and systemic changes in schools and communities. [ABSTRACT FROM AUTHOR]

Educators teaching at community-engaged universities can benefit from learning best practices to prepare 21st century citizens. This case study explores why undergraduate students in an online volunteer management course select an organization to complete a community-engaged learning activity. Theory-based teaching strategies integrating the characteristics of quality community-engaged learning are outlined. Qualitative analysis of student reflections resulted in six categories representing student choices including: social connections, exploring interests, positive human connection, organizational engagement, aligning values, and commitment to the cause. The lessons learned can help educators enhance students' learning by nurturing diverse community connections, establishing student-centered course goals, and constructing significant learning strategies. [ABSTRACT FROM AUTHOR]

Are secessionisms from and within the EU comparable? What motivates them and to what extent do they pose similar challenges to EU territorial governance? This article addresses these questions by comparing the framing of the British Leave campaign and the Catalan independence movement. Drawing on the FraTerr database and method, the analysis suggests that secessionism from the EU and secessionism within the EU are different political phenomena despite sharing an emphasis on sovereignty and the common goal of breaking-up from an existing polity. Secessionism from the EU is primarily a call for the recovery of lost sovereignty and of classical functions of the state such as border control. Secessionism within the EU invokes sovereignty as the right to external self-determination and adds narratives around a better future and greater democratic quality and social justice. These two types of secessionism pose different challenges to EU territorial governance because the first entails a full rejection of the European project while the latter calls for a review of European multi-level governance. [ABSTRACT FROM AUTHOR]

This article focuses on discussions of territorial rights and self-determination in the last 15–20 years. Theories of territorial jurisdiction typically combine two elements. First, they offer an account of foundational title: What gives a particular set of people a claim to be located in an area, including the right to form political institutions to govern that space? Second, they offer an account of legitimate jurisdiction: What is the moral basis of a state's right to govern the area and its population? This article begins by reconstructing prominent accounts of foundational title and legitimate jurisdiction. After canvassing these views, I highlight three areas where further work is needed, particularly as the territorial states system begins to be challenged by climate change: the appropriate balance of sovereignty and international authority in a world of global interdependence, how to rectify imperial and colonial legacies in the states system, and the just distribution of territory. [ABSTRACT FROM AUTHOR]

While the post-9/11 event has animated how state actors frame terrorism, contemporary studies have failed to address the politics inherent in proscribing, repressing, and labeling separatist movements as terrorists. This paper explores the politics of framing terrorism using the contemporary self-determination struggles advanced by the Indigenous People of Biafra (IPOB) and the Yoruba Nation's freedom frontiers. The study proposes a United Nations-coordinated global framework for regulating and evaluating states' activities in identifying specific groups as terrorists. Taking such a stance would prevent aggrieved agitators from being persecuted by the state in the name of terror. [ABSTRACT FROM AUTHOR]

The decades between 1960s and 1980s were punctuated by intense anti-colonial and anti-imperialist struggles, the rise of Third World internationalism (both in terms of formal and informal connections), the articulation of viable economic alternatives to those imposed by the West, but also a massive wave of counterrevolution with bloody coups, assassinations, and interventions. Symbolically, the long 1960s started with Patrice Lumumba's assassination and ended in 1980 with Walter Rodney's assassination, and the defeat of the NIEO (New International Economic Order). While numerous analyses have engaged with these assassinations as historical events, this article seeks to provide a theoretical engagement with the phenomenon of Third World assassinations. The author's engagement with this phenomenon aims to broaden the idea, put forth by Quynh Pham and Himadeep Muppidi, of the "anxiety of domination." Drawing on Edward Said, James Baldwin, and Eqbal Ahmad, the article seeks to situate theoretically Third World assassinations within a larger paradigm of colonial/imperial anxiety: these acts of annihilation happened not simply because these individuals were on the opposite ideological divide but because their political vision exceeded the grasp of domination and intelligibility of imperial/colonial power and challenged in fundamental ways the imperially sanctioned "epistemic conformity." [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]

For two weeks in May 2024, protests by pro-independence indigenous Kanaks in the French Pacific territory of New Caledonia erupted into a wave of rioting; erection of barricades; and burning of factories, shops and homes with thde deaths of seven people--five Melanesians and two gendarmes. Since the late 1980s the Kanak independence movement had been consistently engaging with the 1988 Matignon then 1998 Nouméa Accords with Paris in an evolving process as part of their struggle for self-determination. The Nouméa Accord set out a framework for transferring power to the people of New Caledonia, through a series of three referenda. However, after France moved to unilaterally break with the Accords and declare independence as being off the table that the country returned to a state of unrest. This article recalls the influence of one of the leaders of the 1980s upheaval, Éloi Machoro. [ABSTRACT FROM AUTHOR]