Autonomy, Self-Realization, and Self-Advocacy and the School- and Career-Related Adjustment of Adolescent Girls with Disabilities

Autor/inn/en	Doren, Bonnie; Kang, Hyun Ju
Titel	Autonomy, Self-Realization, and Self-Advocacy and the School- and Career-Related Adjustment of Adolescent Girls with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 39 (2016) 3, S.132-143 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143415574875
Schlagwörter	Adolescents; Females; Disabilities; High School Students; Personal Autonomy; Self Actualization; Self Advocacy; Self Determination; At Risk Students; Multiple Regression Analysis; Measures (Individuals); Correlation; Grade Point Average; Job Skills; Self Efficacy; Scores; Adjustment (to Environment); Intervention; Regression (Statistics) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Autonomie; Self actualisation; Selbstverwirklichung; Selbstbehauptung; Selbstbestimmung; Messdaten; Korrelation; Produktive Fertigkeit; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse
Abstract	The purpose of the current study was to identify component elements of self-determination that may promote positive or buffer negative school- and career-related adjustment of adolescent girls with disabilities or with multiple risk factors. Autonomy, self-realization, and self-advocacy were examined together to ascertain both their cumulative and unique contributions to indicators of school- and career-related adjustment of 111 adolescent girls. Results of hierarchical regression analyses indicated that together these component elements were significantly and positively associated with indicators of school- and career-related adjustment, after controlling for the effects of demographic covariates. Autonomy was the most consistent and robust predictor while self-realization and self-advocacy each contributed to aspects of adjustment across school and career domains. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01