Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.
AmesC. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. doi:10.1037/0022-0663.84.3.261
2.
AmesC.AmesR. (1981). Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology, 73, 411–418. doi:10.1037/0022-0663.73.3.411
3.
AmesC.ArcherJ. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267. doi:10.1037/0022-0663.80.3.260
4.
AndermanE.PatrickH. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. In ChristensonS. L.ReschleyA.WylieC. (Eds.), Handbook of research on student engagement (pp. 173–191). New York, NY: Springer.
5.
BarronK. E.EvansS. W.BaranikL. E.SerpellZ. N.BuvingerE. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29, 137–158.
6.
BenitaM.RothG.DeciE. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106, 258–267. doi:10.1037/a0034007
7.
BronfenbrennerU. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742.
8.
BrophyJ. E. (2004). Motivating students to learn. Mahwah, NJ: Lawrence Erlbaum.
CantleyP. L.LittleK.MartinJ. E. (2010). ME! Lessons for teaching self-awareness and self-advocacy. Norman: University of Oklahoma.
12.
ConnellJ. P.WellbornJ. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In GunnarM. R.SroufeL. A. (Eds.), Self processes and development (pp. 43–77). Hillsdale, NJ: Lawrence Erlbaum.
13.
DeciE. L.HodgesR.PiersonL.TomassoneJ. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25, 457–471.
14.
DeciE. L.RyanR. M. (2008a). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–34.
15.
DeciE. L.RyanR. M. (2008b). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie canadienne, 49, 182–185. doi:10.1037/a0012801
16.
DeciE. L.VallerandR. J.PelletierL. G.RyanR. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346. doi:10.1207/s15326985ep2603&4_6
17.
FieldS.HoffmanA. (1996). Steps to self-determination: A curriculum to help adolescents learn to achieve their goals. Austin, TX: Pro-Ed Inc.
18.
FieldS.HoffmanA. (2002). Lessons learned from implementing the steps to self-determination curriculum. Remedial and Special Education, 23(2), 90–98.
19.
FieldS.MartinJ. E.MillerR.WardM.WehmeyerM. (1998). Self-determination for persons with disabilities: A position statement of the division on career development and transition. Career Development and Transition for Exceptional Individuals, 21, 113–128.
20.
FroilandJ. (2011). Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention. Child & Youth Care Forum, 40, 135–149. doi:10.1007/s10566-010-9126-2
21.
GisevN.PharmB.BellJ. S.ChenT. F. (2013). Interrater agreement and interrater reliability: Key concepts, approaches, and application. Research in Social & Administrative Pharmacy, 9, 330–338. doi:10.1016/j.sapharm.2012.04.004
22.
LamS.WongB.YangH.LiuY. (2012). Understanding student engagement with a contextual model. In ChristensonS. L.ReschleyA.WylieC. (Eds.), Handbook of research on student engagement (pp. 403–419). New York, NY: Springer.
23.
LittleT. D.HawleyP. H.HenrichC. C.MarslandK. (2002). Three views of the agentic self: A developmental synthesis. In DeciE. L.RyanR. M. (Eds.), Handbook of self-determination research (pp. 389–404). Rochester, NY: University of Rochester Press.
24.
MeeceJ. L.BlumenfeldP. C.HoyleR. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523. doi:10.1037/0022-0663.80.4.514
25.
PerryN. E.TurnerJ. C.MeyerD. K. (2006). Classrooms as context for motivating learning. In AlexanderP. A.WinnieP. H. (Eds.), Handbook of educational psychology (Vol. 2, pp. 327–348). Mahwah, NJ: Lawrence Erlbaum.
26.
ReeveJ.JangH.CarrellD.JeonS.BarchJ. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147–169.
27.
RoweD. A.AlversonC. Y.UnruhD. K.FowlerC. H.KellemsR.TestD. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38, 113–126. doi:10.1177/2165143414526429
28.
RyanR.DeciE. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68
29.
RyanR.PowelsonC. (1991). Autonomy and relatedness as fundamental to motivation and education. Journal of Experimental Education, 60, 49–66.
30.
ShogrenK.ShawL. A. (2016). The role of autonomy, self-realization, and psychological empowerment in predicting outcomes for youth with disabilities. Remedial and Special Education, 37, 55–62. doi:10.1177/0741932515585003
31.
ShogrenK.WehmeyerM.PalmerS.Forber-PrattA. J.LittleT. D.LopezS. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50, 251–263.
32.
Van RyzinM. J.GravelyA. A.RosethC. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38, 1–12. doi:10.1007/s10964-007-9257-4
33.
VansteenkisteM.LensW.DeciE. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31. doi:10.1207/s15326985ep4101_4
34.
WehmeyerM. L. (1995). The Arc’s Self-Determination Scale: Procedural guidelines. The Arc of the United States. Retreived from http://www.thearc.org/document.doc?id=3671
WehmeyerM. L.FieldS.DorenB.JonesB.MasonC. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413–425.
37.
WehmeyerM. L.LawrenceM.GarnerN.SoukupJ. H.PalmerS. (2004). Whose future is it anyway? A student directed transition planning process (2nd ed.). Lawrence, KS: Beach Center on Disability.
38.
WehmeyerM. L.PalmerS. B.AgranM.MithaugD. E.MartinJ. E. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439–453.
39.
WehmeyerM. L.PalmerS. B.LeeY.Williams-DiehmK.ShogrenK. (2011). A randomized-trial evaluation of the effect of whose future is it anyway? On self-determination. Career Development for Exceptional Individuals, 34, 45–56.
40.
WehmeyerM. L.PalmerS. B.ShogrenK.Williams-DiehmK.SoukupJ. H. (2013). Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination. The Journal of Special Education, 46, 195–210.
41.
WehmeyerM. L.SchwartzM. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245–255.
