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Decide, Act and Believe: Enhancing Self-Determined Learning of Students With and Without Intellectual Disability
Clarissa Moreira1, André Oliveira2, Armanda Pereira3,4
1Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal.
Summary
The Self-Determined Learning Model (SDLMI) significantly improved self-determination in adolescents, including those with intellectual disability (ID). This intervention fostered greater autonomy and self-realization, enhancing academic and social inclusion.
Area of Science:
- Educational Psychology
- Special Education
- Adolescent Development
Background:
- Adolescent self-determination is vital for academic engagement and social inclusion.
- Intellectual disability (ID) can impact self-determination skills.
- The Self-Determined Learning Model (SDLMI) aims to enhance these skills.
Purpose of the Study:
- To evaluate the impact of the SDLMI on the self-determination of adolescents with and without ID.
- To compare the effectiveness of the SDLMI intervention against standard school activities.
Main Methods:
- A randomized controlled trial with 90 adolescents (ages 13-17) with and without ID.
- Participants were assigned to either a 12-week SDLMI intervention or a control group.
- Self-determination was assessed using the Self-Determination Inventory: Student Report (SDI:SR) pre- and post-intervention.
Main Results:
- The SDLMI group showed significantly greater improvements in total self-determination scores compared to the control group.
- Key improvements were observed in the constructs of autonomy (p=0.001, d=0.89) and self-realization (p=0.05, d=0.56).
- Effect sizes indicated small-to-moderate, incremental gains in the intervention group.
Conclusions:
- The SDLMI is a causally effective instructional framework for fostering self-determination.
- The model is beneficial for students with and without intellectual disability in inclusive classrooms.
- Findings support the SDLMI's role in promoting essential life skills for adolescents.
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