Abstract
Objectives
Almost every state includes content standards that are closely related to skills associated with self-determination (e.g., decision making, planning, problem solving, goal setting and attainment). Additionally, research in both general and special education has demonstrated a close relationship between the promotion of self-determination and positive school (e.g., academic goal attainment) and post-school (e.g., employment) outcomes. Therefore, this study examines implementation of an evidence-based intervention to promote self-determination in inclusive, general education classrooms.
Methods
This study utilized multilevel linear modeling to examine changes in student self-determination in secondary mathematics classes after a year of exposure to The Self-Determined Learning Model of Instruction (SDLMI). Participants included were 81 students ranging from 10th to 12th grade learning in secondary mathematics classes (Algebra II, Pre-Calculus, and Advanced Placement Calculus).
Results
The findings demonstrated a small, positive effect on student self-determination and that goal attainment during the first semester predicted second semester goal attainment. Specifically, the inclusion of goal attainment as a predictor explained 10% of the variability in self-determination observed, corresponding to a small effect. Overall, students who attained at higher level of goal attainment had higher self-determination at the conclusion of the study and were expected to grow in their self-determination at a higher rate than those with lower levels of goal attainment.
Conclusion
The results from this study suggest that implementing the SDLMI to support all students in secondary mathematics classes positively impacts student attainment of skills that impact self-determination and has the potential to impact mathematical learning in future research.
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Acknowledgments
The authors would like to thank all of the Free State High School administrators and teachers who are committed to enhancing self-determination and post-school success of all students.
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SR: Designed and executed the study, assisted with the data analyses, and wrote the manuscript. KS: Collaborated with the design and editing of the manuscript. GR: Collaborated in the construction of the models and editing of the results. KT: Collaborated with the editing of the manuscript to align with mathematics education. AM: Implemented the intervention and collaborated to edit the manuscript. KB: Collected fidelity of implementation data and edited the manuscript.
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The University of Kansas provided Institutional Review Board (IRB) approval for this study.
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A waiver of consent was approved by the University of Kansas IRB and utilized in this study across all student participants.
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Raley, S.K., Shogren, K.A., Rifenbark, G.G. et al. Enhancing Secondary Students’ Goal Attainment and Self-Determination in General Education Mathematics Classes Using the Self-Determined Learning Model of Instruction. Adv Neurodev Disord 4, 155–167 (2020). https://doi.org/10.1007/s41252-020-00152-z
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DOI: https://doi.org/10.1007/s41252-020-00152-z