A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings

Keywords

family involvement, self-determination, postsecondary education, student-focused planning, correlation research

Abstract

This study examined the relationship between high school transition preparation (school and family based) and selfdetermination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student’s high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.

Original Publication Citation

https://journals.sagepub.com/doi/10.1177/0885728809356568

Document Type

Peer-Reviewed Article

Publication Date

2010

Publisher

SAGE Publications

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Associate Professor

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