Delivering instruction that promotes student’s self-determination has received attention in special education supports and services, and there is a growing focus on the role of self-determination in enhancing outcomes for all students learning in inclusive, general education classrooms. Given this growing focus, there is a need to further understand the associations between self-determination and academic outcomes for students with and without disabilities to inform decision-making about delivering self-determination instruction in comprehensive, integrated systems of support. In this study, we conducted secondary data analysis to explore if self-determination predicts variance in academic outcome indicators in secondary students with and without disabilities across two datasets. Almost 1,500 students were represented. Findings suggest a significant positive correlation between self-determination, attendance, and mathematics achievement and a negative correlation between self-determination and office disciplinary referrals. We discuss educational implications, limitations, and directions for future research.
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