Skip to main content

Advertisement

SpringerLink
Log in

Self-Determination Studies for Elementary Students with and Without Disabilities in Korea

  • ORIGINAL PAPER
  • Published:
Advances in Neurodevelopmental Disorders Aims and scope Submit manuscript

Abstract

Objectives

Given the fact that the self-determination should be considered from early age and instructions to promote self-determination are more effective if infused within general education curriculum, this literature review analyzed 65 Korean self-determination studies (2000–2018) that included elementary students with and without disabilities. The main purpose of this literature review is to identify similarities and/or differences on how studies on self-determination were conducted in general and special education fields.

Methods

The selected 65 studies were first categorized by four groups depending on study participants: students with disabilities, students without disabilities, students with and without disabilities, and students at risk for academic failure. Then studies in each group were analyzed by the definition of self-determination and theory cited, as well as by the macroscopic analytic framework that consists of normative, structural, constitutive, and technical dimensions.

Results

Overall, self-determination research patterns were somewhat different between general and special education fields, although there were common findings. Studies from special education tended to cite functional theory of self-determination whereas the majority of studies from general education used self-determination theory. Most studies were categorized into constitutive or technical dimension based on the macroscopic framework across disciplines.

Conclusions

This study suggested the need for more research to investigate self-determination of elementary students to develop systems of support to promote self-determination. Especially, future studies should be conducted to support students to develop self-determination within multi-tiered system of support framework for all students, including those with and without disabilities as well as students at risk for failure.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

Studies Included in the Literature Review Are Indicated by *

  • Agran, M., Cavin, M., Wehmeyer, M. L., & Palmer, S. (2006). Participation of students with severe disabilities in the general curriculum: the effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31, 230–241.

    Article  Google Scholar 

  • Bae, J. Y., & Seo, H. J. (2016). The impact of the self-determination learning model of instruction on English underachievers' early literacy development. Journal of the Korea English Education Society, 15, 1–30.

    Google Scholar 

  • Bang, M. Y., & Choi, H. Y. (2003). Comparison of special education teachers' perception with general education teacher's perception on effects of a self-determination skills program for elementary school children with mild disabilities. Journal of Special Education, 10, 99–122.

    Google Scholar 

  • *Cho, P. H. (2015). Structural relation among motivational climate, self-determination motivation and attitudes of extra-curricular physical activities in elementary school. Journal of Korean Society for the Study of Physical Education, 20, 141–153.

    Article  Google Scholar 

  • *Cho, I. S., & Ki, Y. A. (2003). The effect of self-directed playing on the self-determination of children with mental retardation. The Journal of the Korean Association on Developmental Disabilities, 7, 15–27.

    Google Scholar 

  • *Cho, I. S., & Lee, O. H. (2005). The study on their relationships between self-determination and motivation in outcome-based transition education. The Journal of Special Education: Theory and Practice, 6, 155–180.

    Google Scholar 

  • *Cho, I. S., & Yoon, H. J. (2009). Effects of strength-intelligence based self-determination training activity on autonomous functioning in students with intellectual disability. Journal of Intellectual Disabilities, 1, 1–20.

    Google Scholar 

  • *Choi, B. Y. (2014). Analysis of teacher-student relationship, self-determination motivation, and academic achievement. Journal of Elementary Education Research, 25, 499–509.

    Google Scholar 

  • *Choi, H. J., & Kim, S. Y. (2008). The effect of an art class based on self-determination enhancement model for students with and without disabilities. Journal of Research in Curriculum Instruction, 12, 579–600.

    Article  Google Scholar 

  • *Choi, B. Y., & Lew, K. H. (2010). The structural relationship among the self-determination motivation, self-regulated learning, and academic achievement in elementary school. Journal of Education and Culture, 16, 183–203.

    Article  Google Scholar 

  • Cooper, B. S., Fusarelli, L. D., & Randall, E. V. (2004). Better policies, better schools: theories and applications. Boston: Allyn and Bacon.

    Google Scholar 

  • *Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. Intrinsic motivation and self-determination in human behavior. New York: Springer.

  • *Hwang, D. K., & Kim, J. Y. (2014). The effect of the community-based field experience learning on the self-determination of students with mild intellectual disabilities. Studies in Educational Research, 35, 21–43.

    Google Scholar 

  • *Ju, H. J. (2011). Analysis of the causal relationships among self-determination motivation, self-directed learning ability, academic self-efficacy and academic achievement of elementary school students. Journal of Learner-Centered Curriculum and Instruction, 11, 237–259.

    Google Scholar 

  • *Jung, S. M. (2014). The study of goodness of fit on self-determination instruction implement tasks for improving self-determination abilities of students with intellectual disability. Journal of Intellectual Disabilities, 16, 135–152.

    Google Scholar 

  • *Jung, Y. J., & Jeong, J. Y. (2012). The impacts of self-determination program based on universal design for learning on self-determination of students with mental retardation and without special needs. Journal of Intellectual Disabilities, 14, 169–196.

    Google Scholar 

  • *Jung, Y. J., & Jeong, J. Y. (2013). A literature review on experimental studies on self-determination of students with disabilities. The Journal of Inclusive Education, 8, 23–54.

    Article  Google Scholar 

  • *Jung, E. S., & Jung, J. W. (2017). The effect of parent-child and teacher-student communication perceived by elementary school student on self-determination motivation to learn and academic achievement. The Journal of Research in Education, 30, 77–102.

    Google Scholar 

  • *Jung, S. M., Kim, J. C., & Cho, I. S. (2013). The teachers’ recognition on self-determination instruction environments in special schools for students with intellectual disability. Journal of Intellectual Disabilities, 15, 1–23.

    Google Scholar 

  • Kang, M. R. (2015). The effect of inclusive classroom-related social support on the sense of alienation and self-determined behavior of undergraduates with disabilities and non-disabilities. The Journal of Special Education: Theory and Practice, 16, 493–519.

    Google Scholar 

  • *Kim, J. H. (2014). Multiple mediated effect of self-determinative motivation to learn and self-regulated learning strategies on the relation between successful intelligence and learning flow. Journal of Future Oriented Youth Society, 11, 43–61.

    Google Scholar 

  • *Kim, M. S. (2007a). Development and validation of mathematics motivation measurement instrument based on self-determination theory. Korean Journal of Educational Research, 45, 29–58.

    Google Scholar 

  • *Kim, M. S. (2012). Influence of early formal English education on self-determined motivation for English learning and language identity. The Journal of Elementary Education, 25, 71–96.

    Google Scholar 

  • *Kim, S. Y. (2007b). Enhancing children’s self-determination ability through game activities in inclusive physical education class: development of instruction model and its application. Korean Journal of Special Education 42, 29–56.

    Google Scholar 

  • *Kim, J. G., & Ahn, D. H. (2018). Upper elementary students’ aspirations: on the relationships between relatedness, self-determination and subjective well-being. The Journal of Learner-Centered Curriculum and Instruction, 18, 407–438.

    Article  Google Scholar 

  • *Kim, C. K., & Cho, M. K. (2014). A structural analysis of parental attachment, self-determination, academic stress and self-efficacy by child. Journal of Emotional and Behavioral Disorders, 30, 338–360.

    Google Scholar 

  • *Kim, M. E., & Choo, Y. G. (2006). The effects of decision-making education program on the self-concept and self- determination skills of students with developmental disabilities. The Journal of the Korean Association on Developmental Disabilities, 10, 79–98.

    Google Scholar 

  • *Kim, S. J., & Ha, J. S. (2013). The review of meta-analysis of the effect of intervention for self-determination in students with disabilities. Journal of Special Education, 20, 25–46.

    Article  Google Scholar 

  • *Kim, N. Y., & Hwang, H. Y. (2018). A longitudinal change of motivation profiles from a self-determination perspective: transition from elementary to middle school. The Journal of Learner-Centered Curriculum and Instruction, 18, 691–713.

    Article  Google Scholar 

  • *Kim, J. Y., & Kim, A. Y. (2014). Teacher’s conditional regard, autonomy support, and elementary students’ self-determined motivation as predictors of academic engagement and achievement. Korean Journal of Educational Psychology, 28, 251–268.

    Google Scholar 

  • *Kim, S. W., & Kim, J. Y. (2015). Perception of pre-service special education teachers for the self-determination of the students with severe-multiple disabilities. The Journal of Special Education: Theory and Practice, 16, 199–218.

    Google Scholar 

  • *Kim, S. Y., & Lee, S. H. (2017). The effect of self-scheduling intervention connected to home on self-scheduling, self-directed activities, and self-determined behaviors of students with intellectual disabilities. Journal of Intellectual Disabilities, 19, 127–153.

    Google Scholar 

  • *Kim, N. R., & Park, H. R. (2017a). Longitudinal interplay between self-determined motivation and achievement for underachieved children. The Journal of Humanities and Social science, 8, 439–455.

    Google Scholar 

  • *Kim, S. J., & Park, E. M. (2017b). Review of research relevant to the self-determination in the domestic special education field. Journal of Emotional and Behavioral Disorders, 33, 367–392.

    Google Scholar 

  • *Ko, S. Y., Jeon, K. N., & Son, S. H. (2017). A comparison of the causal models on the relations between school levels and self-determination of gifted and general students: double mediation effects of validation from others and beliefs about intelligence. Journal of Gifted/Talented Education, 27, 455–479.

    Article  Google Scholar 

  • *Lee, H. J. (2012). The effect of gender role stereotype on self-determination: the longitudinal study on gender differences. Korean Journal of Educational Psychology, 26, 391–412.

    Google Scholar 

  • *Lee, O. I. (2010a). The effects of self-determination skills in IEP plan on academic achievement and the use of self-determination skills for the students with learning disability in inclusive classroom. Korean Journal of Special Education, 45, 153–175.

    Google Scholar 

  • *Lee, O. I. (2010b). A qualitative research on the perception of teacher regarding self-determination skills in IEP plan for the students with learning disability. The Journal of Educational Research, 8, 19–43.

    Google Scholar 

  • *Lee, S. H. (2008). Review of impact of and interventions for promoting self-determination to enhance access to the general education curriculum and transition for students with disabilities. Korean Journal of Special Education, 43, 233–263.

    Google Scholar 

  • *Lee, S. H. (2009). Perceptions of special education teachers and parents on self-determination of students with disabilities and instructional practices. The Journal of Special Education: Theory and Practice, 10, 195–229.

    Google Scholar 

  • *Lee, S. H. (2013). Review of the effects and applications of the self-determined learning model of instruction (SDLMI) for students with disabilities. Special Education Research, 12, 153–178.

    Article  Google Scholar 

  • *Lee, J. W., & Jeong, B. G. (2006). How family affects physically disabled and non-disabled children self-determination ability. The Educational Journal for Physical and Multiple Disabilities, 47, 185–200.

    Google Scholar 

  • *Lee, O. I., & Paik, E. H. (2008). The effects of self-determination learning model of instruction on the verbal expression and help-requesting behaviors for students with mental retardation in inclusive classroom. Journal of Emotional and Behavioral Disorders, 24, 195–215.

    Google Scholar 

  • *Lee, Y. C., & Shin, E. H. (2009). An analysis of a self-determination program for improvement in self-determination in students with disabilities and a search of an IEP application method and its effect. Journal of Intellectual Disabilities, 11, 49–75.

    Google Scholar 

  • *Lee, Y. C., & Shin, E. H. (2010). The effects of a curriculum-based self-determination program on the self-determination skills of students. Journal of Intellectual Disabilities, 12, 67–95.

    Google Scholar 

  • *Lee, J. W., Jeong, B. G., & An, J. Y. (2010). An analysis of children’s self-determination according to family system types. The Journal of Educational Research, 8, 289–303.

    Google Scholar 

  • *Lee, O. I., Park, E. Y., & Shin, I. S. (2011). The effects of interventions for promoting self-determinations for students with disabilities: meta-analysis. Korean Journal of Physical and Multiple Disabilities, 54, 101–121.

    Article  Google Scholar 

  • *Lee, S. H., Hong, J. H., Yeom, J. H., & Lee, J. A. (2018). A review of trends and future directions in research regarding the self-determination of students with disabilities in Korea. The Korean Society of Special Education, 53, 123–157.

    Article  Google Scholar 

  • Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91–107.

    Article  Google Scholar 

  • *Lew, K. H. (2009). The effects of the motivation based on the theory of self-determination and intrinsic/extrinsic motivation on a creative personality of primary school students. Korean Society for Creativity Education, 9, 69–88.

    Google Scholar 

  • *Lim, E. Y., Kim, J. K., Kim, K. J., & Kim, J. Y. (2007). Effects of self-determination instruction program on the self-determination ability of the children with mild mental retardation. Journal of Mental Retardation, 9, 21–36.

    Google Scholar 

  • Lombardi, A., Freeman, J., & Rifenbark, G. (2018). Modeling college and career readiness for adolescents with and without disabilities: a bifactor approach. Exceptional Children, 84, 159–176.

    Google Scholar 

  • Ministry of Education. (2015). 2015 revised curriculum. Sejong: Authors.

    Google Scholar 

  • Ministry of Education. (2018). Regular congress report: annual special education report. Sejong: Authors.

    Google Scholar 

  • Morningstar, M. E., Lombardi, A., Fowler, C. H., & Test, D. W. (2017). A college and career readiness framework for secondary students with disabilities. Career Development and Transition for Exceptional Individuals, 40, 79–91.

    Article  Google Scholar 

  • *Oh, J. M., & Park, E. H. (2003). Special education teachers' perception on self-determination instruction: educational significance and implementation. Asian Journal of Education, 4, 17–39.

    Google Scholar 

  • Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427–439.

    Google Scholar 

  • *Park, H. O. (2006). The effect of decision-making education program on the self-assertion and self-determination skills of students with developmental disabilities. Journal of Special Education & Rehabilitation Science, 45, 41–57.

    Google Scholar 

  • *Park, S. G., & Cho, J. R. (2011). A study on the relationship between academic motivation and self-determination motivation children with under-achievements and general. The Journal of Special Children Education, 13, 107–126.

    Article  Google Scholar 

  • *Park, J. K., & Kang, Y. S. (2011). Self-determination learning model of instruction(SDLMI) in inclusive social studies classrooms: effects on academic achievement and attitude of students. The Journal of Special Education: Theory and Practice, 12, 115–139.

    Google Scholar 

  • *Park, S. I., & Lew, K. H. (2010). Causal structure analysis among creative thinking ability, creative personality, achievement goal orientation, and self-determination motivation of 4th grade students in elementary school. Korean Journal of Educational Psychology, 24, 733–756.

    Google Scholar 

  • *Park, I. S., & Park, J. Y. (2014). The effects of the mindfulness-based mind control program on emotional stability and self-regulation of elementary school students at risk for EBD and their typically developing peers in an inclusive class. Journal of Emotional and Behavioral Disorders, 30, 35–56.

    Google Scholar 

  • *Park, G. Y., Kim, S. J., Chae, S. D., Sung, M. J., & Kim, H. C. (2011). Effects of participation in a swimming program on health-related physical fitness and self-determination in children with intellectual disabilities. Korean Journal of Adapted Physical Activity, 19, 17–32.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

    Article  PubMed  Google Scholar 

  • *Ryu, J. H., & Yim, J. H. (2008). Analysis of causal relationships between motivational factors of self-determination theory, cognitive strategy, and academic achievement for elementary students. Journal of Research in Curriculum Instruction 12, 219–238.

    Article  Google Scholar 

  • *Seo, H. J. (2014). Promoting the self-determination of elementary and secondary students with disabilities: perspectives of general and special educators in Korea. Education and Training in Autism and Developmental Disabilities, 49, 277–289.

    Google Scholar 

  • *Seo, H. J. (2015). Examining general education and special education teachers' perceptions on self-determination and their efforts to promote students' self-determination. Korean Journal of Special Education, 50, 173–191.

    Article  Google Scholar 

  • *Seo, H. J., & Bae, J. Y. (2015). The effect of SDLMI with English literacy learning in English underachievers' self-directed learning, English literacy abilities, and affective domains. Journal of Research in Curriculum Instruction, 19, 765–790.

    Article  Google Scholar 

  • *Shin, B. H., & Kim, J. K. (2012). Relationship of self-determination motivation and school adjustment between students with and without learning disabilities. The Korea Journal of Learning Disabilities, 9, 231–248.

    Google Scholar 

  • Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the self-determined learning model of instruction on access and goal attainment. Remedial and Special Education, 33, 320–330.

    Article  PubMed  Google Scholar 

  • Shogren, K. A., Shaw, L. A., Raley, S. K., & Wehmeyer, M. L. (2018). Exploring the effect of disability, race-ethnicity, and socioeconomic status on scores on the self-determination inventory: student version. Online First Version: Exceptional Children.

    Book  Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., & Burke, K. M. (2017a). Self-determination. In K. A. Shogren, M. L. Wehmeyer, & N. N. S. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: translating research into practice (pp. 49–64). Switzerland: Springer.

    Chapter  Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., & Lane, K. L. (2016). Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality, 24, 213–224.

    Article  Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., Little, T. D., Forber-Pratt, A. J., Palmer, S. B., & Seo, H. J. (2017b). Preliminary validity and reliability of scores on the self-determination inventory: student report version. Development and Transition for Exceptional Individuals., 40, 92–103.

    Article  Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A., Little, T. J., & Lopez, S. J. (2015). Causal agency theory: re-conceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50, 251–263.

    Google Scholar 

  • *Song, H. G. (2013). Validation of self-determination motivation scale for students with hearing impairment. Korean Jounral of Special Education, 48, 21–38.

    Google Scholar 

  • Wehmeyer, M. L. (1992). Self-determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27, 302–314.

    Google Scholar 

  • Wehmeyer, M. L. (1996). Self-determination as an educational outcome: how does it relate to the educational needs of our children and youth? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: independence and choice for people with disabilities (pp. 17–36). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30, 113–120.

    Article  Google Scholar 

  • Wehmeyer, M. L., & Field, S. (2007). Self-determination: instructional and assessment strategies. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: the impact of self-determination. Education and Training in Developmental Disabilities, 38, 131–144.

    Google Scholar 

  • Wehmeyer, M. L., Palmer, S. B., Shogren, K. A., Williams-Diehm, K., & Soukup, J. (2012a). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46, 195–210.

    Article  Google Scholar 

  • Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: a follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245–2554.

    Google Scholar 

  • Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K., Little, T. D., & Boulton, A. (2012b). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78, 135–153.

    PubMed  Google Scholar 

  • *Yang, H. Y. (2018). The changes and relationships between self-concept and self-determination motivation of elementary school students. Journal of Education & Culture, 24, 539–561.

    Article  Google Scholar 

  • *Yeo, K. E., Park, H. O., & Kim, M. E. (2006). The effects of decision-making education program on the self-concept and self-determination skills of students with mental retardation. The Journal of Special Education : Theory and Practice, 7, 23–43.

    Google Scholar 

  • *Yeom, J. H., & Lee, S. H. (2015). The effects of tablet PC-based SDLMI intervention on academic engagement and problem behaviors of elementary school students with severe intellectual disability. The Journal of Special Children Education, 17, 151–178.

    Article  Google Scholar 

  • *Yim, J. H., & Ryu, J. H. (2007). The impact of self-determination on academic achievement of elementary students. The Korean Journal of Educational Methodology Studies, 19, 163–181.

    Article  Google Scholar 

  • *Yoo, A. R. (2003). Teacher perceptions and instruction reality on self-determination of students with developmental disabilities in transition education. Journal of Vocational Rehabilitation, 13, 183–209.

    Google Scholar 

  • *Yoo, K. H. (2006). The effects of the motivation based on the theory of self-determination on a creative thinking of primary school students. The Journal of Child Education, 16, 229–240.

    Google Scholar 

  • *Yoon, H. J., & Cho, I. S. (2009). The effects of strength-based self-determination training by multiple intelligences properties on socially adaptive behavior of students with intellectual disabilities. Korean Journal of Special Education, 44, 207–229.

    Google Scholar 

  • *Yu, B. R. (2010). Comparison of social-perspective-taking ability and self-determination ability by mental retardation and cerebral palsy. Journal of Special Education for Curriculum and Instruction, 3, 77–96.

    Google Scholar 

  • *Yun, K. S., & Kim, S. Y. (2009). Effects of a physical education game to self-determination ability of underachievers. The Journal of Inclusive Education, 4, 49–69.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, Kongju National University, Kongju University Road 56, Gongju, ChungNam, 32588, South Korea

    Eunbyul Cho & Hyojeong Seo

Authors
  1. Eunbyul Cho
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hyojeong Seo
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

EC took the main responsibility in data analysis and wrote the article. HS collaborated with the writing of the study.

Corresponding author

Correspondence to Hyojeong Seo.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cho, E., Seo, H. Self-Determination Studies for Elementary Students with and Without Disabilities in Korea. Adv Neurodev Disord 3, 161–172 (2019). https://doi.org/10.1007/s41252-019-00103-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41252-019-00103-3

Keywords

Search

Navigation