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Assessment for Effective Intervention, Vol. 33, No. 2,
94-107 (2008)
DOI: 10.1177/1534508407311395
Understanding the Construct of Self-DeterminationExamining the Relationship Between the Arc's Self-Determination Scale and the American Institutes for Research Self-Determination Scale
Karrie A. Shogren
University of Texas at Austin, shogren{at}mail.utexas.edu
Michael L. Wehmeyer
University of Kansas, Lawrence
Susan B. Palmer
University of Kansas, Lawrence
Jane Helen Soukup
University of Kansas, Lawrence
Todd D. Little
University of Kansas, Lawrence
Nancy Garner
University of Kansas, Lawrence
Margaret Lawrence
University of Kansas, Lawrence
Since the early 1990s, attention has been focused on the importance of self-determination in the education of students with disabilities. The purpose of this study was to further our understanding of the construct of self-determination by examining the relationship between the Arc's Self-Determination Scale and the American Institutes for Research (AIR) Self-Determination Scale student and educator versions. Using structural equation modeling, we found that the theoretical structure of the Arc's Self-Determination Scale and the AIR Self-Determination–Student Scale was supported by the data, while the proposed theoretical structure of the AIR Self-Determination–Educator Scale was not. The analyses suggested that each of the measures of self-determination was measuring a different aspect of the self-determination construct (i.e., it was not possible to create a higher order factor comprising each of the assessments); thus issues related to the goals of the research and the underlying theoretical perspective of each measure must be considered when determining the most appropriate measure of self-determination in research and practice. Implications and future research directions are discussed.
Key Words: self-determination • assessment • structural equation modeling • special education • students with disabilities
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