Self-determination is linked to enhanced in-school and post-school outcomes for students with disabilities. Emerging research has shown the benefits of implementing self-determination interventions in general education classrooms to promote goal attainment and self-determination outcomes for all students. However, more research is needed to explore the long-term effects of self-determination interventions. In this study, we examined the growth trajectory of student self-determination in secondary general education classes over two academic semesters within the context of teacher implementation of the Self-Determined Learning Model of Instruction (SDLMI), a research-based self-determination intervention. We also explored the relationship between self-determination and goal attainment outcomes over one academic semester. Results showed no significant change in average student self-determination scores over two academic semesters. However, students showed different patterns of change in their self-determination.
Academic goal attainment was positively associated with the end of semester self-determination when implementing the SDLMI. The limitations of this study and implications for addressing the complexities of implementing self-determination interventions in general education classrooms for all students, especially students with disabilities, are discussed.
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