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Promoting Causal Agency: The Self-Determined Learning Model of Instruction
Open accessAbstract
Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. This model was field-tested with students with disabilities. Students receiving instruction from teachers using the model attained educationally relevant goals, showed enhanced self-determination, and communicated their satisfaction with the process. Teachers implementing the model likewise indicated their satisfaction with the process and suggested that they would continue to use the model after the completion of the field test.
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Research works printed but not linked: 37
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Cited by
Wehmeyer, M. L., & Palmer, S. B. (2003) · Education and Training in Developmental Disabilities · doi:10.1177/215416470303800202 · Cited by 566
Self-citationRelationships between self-determination and postschool outcomes for youth with disabilities
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015) · The Journal of Special Education · doi:10.1177/0022466913489733 · Cited by 468
Self-citationTransition-Focused Education: Foundation for the Future
Kohler, P. D., & Field, S. (2003) · The Journal of Special Education · doi:10.1177/00224669030370030701 · Cited by 323
Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., & Soukup, J. H. (2013) · The Journal of Special Education · doi:10.1177/0022466910392377 · Cited by 281
Self-citationThe experiences of adults with autism spectrum disorder: Self-determination and quality of life
Kim, S. Y. (2019) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2018.12.002 · Cited by 88
Metadata
- Authors
- Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2000-06
- Volume
- 66
- Issue
- 4
- Pages
- 439-453
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2115037527
- Cited by
- 467
- References
- 0
- FWCI
- 29.40
- Type
- journal article
- Language
- en
- Open access
- green
- Licence
- journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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- Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting Causal Agency: The Self-Determined Learning Model of Instruction. Exceptional Children. https://doi.org/10.1177/001440290006600401
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
