Self‐Determination in Students With Intellectual Disability: Parents' Perceptions and Associated Predictors
Yunfeng Wang, Chunling Liu, Ziwen Wang, Karrie A. Shogren, Mayumi HagiwaraABSTRACT
Background
Parents play a critical role in supporting the self‐determination of students with intellectual disability. However, little is known about Chinese parents' ratings of self‐determination in this population and related factors, particularly within the framework of Causal Agency Theory.
Method
Guided by Causal Agency Theory, this study examined Chinese parents' ratings of self‐determination in students with intellectual disability and the factors predicting those ratings. A total of 262 parents completed the Self‐Determination Inventory: Parent/Teacher Report Chinese Translation and a Student Information Questionnaire. Data were analysed using descriptive statistics, group difference tests, Pearson correlations and multiple linear regression.
Results
Parents rated students' self‐determination at a moderate level. Severity of intellectual disability was the only significant predictor of parents' ratings.
Conclusions
These findings highlight the need to help parents create opportunities for self‐determined action across levels of intellectual disability and provide support that is responsive to students' individual needs.