Journal of applied research in intellectual disabilities : JARID · 2026
Decide, Act and Believe: Enhancing Self-Determined Learning of Students With and Without Intellectual Disability.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Moreira Clarissa, Oliveira André, Pereira Armanda, Rosário Pedro, Hagiwara Mayumi, Shogren Karrie A, Gomes Fernando, Gomes Rodrigo, Santos Sofia
Аннотация
BACKGROUND: Promoting self-determination during adolescence is crucial for enhancing academic engagement and social inclusion. This study examined the effects of the Self-Determined Learning Model (SDLMI) on the self-determination of students with and without intellectual disability (ID).
METHODS: A randomised parallel-group trial involved 90 adolescents aged 13-17 years (M = 14.05, SD = 1.39), including students with (n = 41, 45.6%) and without ID (n = 49, 54.4%). Participants were randomly allocated to either the experimental (n = 41) group-which received the 12-week SDLMI intervention or the control group (n = 49), which followed standard school activities. Total composite self-determination scores and its components-constructs and essential characteristics were assessed pre- and post-intervention using the Self-Determination Inventory: Student Report (SDI:SR).
RESULTS: Linear mixed-effects models were employed as the primary inferential analysis to examine Group × Time interaction effects. Baseline equivalence between groups was confirmed. Linear mixed-effects modelling revealed significant effects for the total composite self-determination score, demonstrating significantly greater improvements in the experimental group compared to the control group. Improvements were particularly evident in components-construct of autonomy (p = 0.001, d = 0.89) and self-realisation (p = 0.05, d = 0.56). Effect sizes indicated small-to-moderate gains, suggesting significant but incremental changes over the intervention period. No statistically significant changes were observed in the control group.
CONCLUSIONS: The findings provide robust evidence for the causal efficacy of SDLMI as a viable instructional framework to foster self-determination skills for students with and without ID in mainstream inclusive classrooms.
METHODS: A randomised parallel-group trial involved 90 adolescents aged 13-17 years (M = 14.05, SD = 1.39), including students with (n = 41, 45.6%) and without ID (n = 49, 54.4%). Participants were randomly allocated to either the experimental (n = 41) group-which received the 12-week SDLMI intervention or the control group (n = 49), which followed standard school activities. Total composite self-determination scores and its components-constructs and essential characteristics were assessed pre- and post-intervention using the Self-Determination Inventory: Student Report (SDI:SR).
RESULTS: Linear mixed-effects models were employed as the primary inferential analysis to examine Group × Time interaction effects. Baseline equivalence between groups was confirmed. Linear mixed-effects modelling revealed significant effects for the total composite self-determination score, demonstrating significantly greater improvements in the experimental group compared to the control group. Improvements were particularly evident in components-construct of autonomy (p = 0.001, d = 0.89) and self-realisation (p = 0.05, d = 0.56). Effect sizes indicated small-to-moderate gains, suggesting significant but incremental changes over the intervention period. No statistically significant changes were observed in the control group.
CONCLUSIONS: The findings provide robust evidence for the causal efficacy of SDLMI as a viable instructional framework to foster self-determination skills for students with and without ID in mainstream inclusive classrooms.