The DOI matches its OpenAlex record; 7 of the 7 references it cites were found in a registry or an index.
Self-Determination and the Education of Students with Mental Retardation
Abstract
For most persons, expressing personal belief and preferences, making choices and decisions based upon these expressions and assuming responsibility for one's life are valued aspects of life and reflections of adulthood. For individuals with mental retardation this is frequently not so. This article discusses the importance of self-determination in educating learners with mental retardation. Drawing from pertinent literature in psychology and special education, self-determination is defined and its impact on educational achievement examined. Implications for teachers and administrators in special education are discussed.
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Citations
Cites
Self-efficacy mechanism in human agency
Bandura, A. (1982) · American Psychologist · doi:10.1037/0003-066x.37.2.122 · Cited by 15,975
Effects of externally mediated rewards on intrinsic motivation.
Deci, E. L. (1971) · Journal of Personality and Social Psychology · doi:10.1037/h0030644 · Cited by 4,170
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675 · cited 2×
“Likewise, Bandura and Schunk (1981) and Schunk (1985) found increased self-efficacy and task motivation for students who self-set goals.”
Failure to escape traumatic shock.
Seligman, M. E., & Maier, S. F. (1967) · Journal of Experimental Psychology · doi:10.1037/h0024514 · Cited by 1,981 · cited 1×
“Selig man and colleagues (Overmier & Seligman, 1967; Seligman & Maier, 1967) extended findings from animal research, articulating a paradigm in which the etiology of some forms ofhuman psychopathology, such as de-Self-Determination pression, are directly related to learning that one's actions are…”
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
Schunk, D. H. (1981) · Journal of Educational Psychology · doi:10.1037/0022-0663.73.1.93 · Cited by 781
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984) · Journal of Personality · doi:10.1111/j.1467-6494.1984.tb00879.x · Cited by 669
Progress Self-Monitoring: Effects on Children’s Self-Efficacy and Achievement
Schunk, D. H. (1982) · The Journal of Experimental Education · doi:10.1080/00220973.1982.11011845 · Cited by 165
Cited by
A Functional Model of Self-Determination: Describing Development and Implementing Instruction
Wehmeyer, M. L. (1999) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/108835769901400107 · Cited by 334
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
The 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.
- Venue
- Education and training in mental retardation
- Published
- 1992-12-01
- Volume
- 27
- Issue
- 4
- Pages
- 302-314
- ISSN
- 1042-9859 (ISSN-L)
- OpenAlex
- W3015986461
- Cited by
- 261
- References
- 7
- FWCI
- 30.24
- Type
- journal article
- Language
- en
- Open access
- closed
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- Wehmeyer, M. L. (1992). Self-Determination and the Education of Students with Mental Retardation. Education and training in mental retardation. https://doi.org/10.1177/104298599202700402
Data sources
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.
