Self-determination knowledge instruction and incarcerated students

Abstract

The purpose of this study was to examine the self-determination knowledge of incarcerated students with and without disabilities using a pretest/posttest experimental control group design. In contrast to previous studies conducted in the public school setting, a significant relationship between self-determination knowledge and self-determination instruction was not found. Possible reasons for the lack of significance include the restrictive nature of the juvenile justice setting and the need for positive self-determined role models within the juvenile justice setting. Students’ self-determination knowledge was also examined in relationship to self-determination knowledge instruction and to students’ gender, reading level, math level and disability. A significant relationship was found between self-determination knowledge and gender, reading level, math level and disability status (i.e. being identified as having any disability). Students who were male, had an identified disability, and/or had low academic abilities in math and/or reading had lower self-determination knowledge levels.

Keywords:

• incarceration
• self-determination