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Structural analysis of self-determin...

Licardo, Marta.

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Structural analysis of self-determination in students with special needs and without special needs in vocational education and training.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Structural analysis of self-determination in students with special needs and without special needs in vocational education and training./
Author:	Licardo, Marta.
Description:	278 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688592
ISBN:	9781321672855

Structural analysis of self-determination in students with special needs and without special needs in vocational education and training.
Licardo, Marta.

Structural analysis of self-determination in students with special needs and without special needs in vocational education and training. - 278 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Univerza v Mariboru (Slovenia), 2015.

This item must not be sold to any third party vendors.

This doctoral thesis focuses on self-determination, especially for high school students with learning disabilities. Our research work represents a search for synergy between problems that we face in inclusion processes for this population of students, and possibilities for better coping with problems that emerge during these processes. In the theoretical part a short historical overview is presented, together with different theoretical approaches and authors. The research of self-determination on the theoretical and empirical levels offers a wide range of possibilities for practical applications. Much research indicates that self-determination can be helpful in successful goal attainment, higher academic performance, and successful transition to the labour market. According to the functional model, self-determination is a skill which can be learned through choice, decision making, problem solving, goal planning, goal reaching as well as other skills like self-observation, self-evaluation, self-reinforcement, self-awareness, empowerment, and self-advocacy. We also need an appropriate school environment to promote self-determination in students with special needs, which enables self-determination through its values and open mindedness. In our empirical research the self-determination level between students with and without special needs is compared (N=122), and we also focus on gender differences, the correlation between self-determination and school performance, observation of student self-determination by teachers, and self-determination in individualized education plans. Our research indicates that students with special needs have a lower level of self-determination than their peers (especially in executive functions). Self-determination and school success are directly correlated, our observation of student self-determination differs between teachers and students, and finally, proactive communication, independent learning, executive functions, and a higher level of inclusion in individualized education plans should be promoted in students with special needs.

ISBN: 9781321672855Subjects--Topical Terms:

2122828
Pedagogy.

Structural analysis of self-determination in students with special needs and without special needs in vocational education and training.
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300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Majda Schmidt; Karin B. Vukman.
502 $a Thesis (Ph.D.)--Univerza v Mariboru (Slovenia), 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This doctoral thesis focuses on self-determination, especially for high school students with learning disabilities. Our research work represents a search for synergy between problems that we face in inclusion processes for this population of students, and possibilities for better coping with problems that emerge during these processes. In the theoretical part a short historical overview is presented, together with different theoretical approaches and authors. The research of self-determination on the theoretical and empirical levels offers a wide range of possibilities for practical applications. Much research indicates that self-determination can be helpful in successful goal attainment, higher academic performance, and successful transition to the labour market. According to the functional model, self-determination is a skill which can be learned through choice, decision making, problem solving, goal planning, goal reaching as well as other skills like self-observation, self-evaluation, self-reinforcement, self-awareness, empowerment, and self-advocacy. We also need an appropriate school environment to promote self-determination in students with special needs, which enables self-determination through its values and open mindedness. In our empirical research the self-determination level between students with and without special needs is compared (N=122), and we also focus on gender differences, the correlation between self-determination and school performance, observation of student self-determination by teachers, and self-determination in individualized education plans. Our research indicates that students with special needs have a lower level of self-determination than their peers (especially in executive functions). Self-determination and school success are directly correlated, our observation of student self-determination differs between teachers and students, and finally, proactive communication, independent learning, executive functions, and a higher level of inclusion in individualized education plans should be promoted in students with special needs.
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