Consideration of post-school outcomes when assessing educational effectiveness has led to the recog- nition that programming for students with mental retardation should include efforts to promote student self-determination. The present study examined the psychological empowerment of youth with mental retar- dation. Locus of control orientations, perceptions of efficacy and outcome expectancies of adolescents with mental retardation were evaluated and differences between a subset of this sample, students with learning disabilities and youth at risk for failure yet not labeled with a disability were determined. Results from these analyses are presented to provide an understanding of the psychological empowerment of youth with mental retardation. Possibilities for these outcomes regarding the development of self-determination are discussed.
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