Cristea Mihaela, Ghergut Alois
Doctoral School of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Iasi, Romania.
Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Iasi, Romania.
Int J Dev Disabil. 2023 Feb 13;70(7):1262-1273. doi: 10.1080/20473869.2023.2175947. eCollection 2024.
Research and theoretical models of self-determination and self-concept claim that microsystem ecological factors have an influence and manifest a predictive role in the relationship between self-concept and self-determination. Knowing the mechanisms through which personal and contextual factors influence or predict the self-determined behavior of students with disabilities, they will become benchmarks in the development of educational and therapeutic intervention programs that aim to promote and enhance the actions and skills associated with self-determination. The purpose of this study was to examine the degree to which several personal and family factors affect and explain the relationship between students' self-concept and self-determination actions, attitudes, and skills. The adapted ARC's Self-Determination Scale for Romanian adolescents and Five-Factor Self-Concept questionnaire were administrated to 304 students with learning disabilities, and mild and moderate intellectual disabilities, aged between 12 and 19 years ( = 14.93; = 1.42). Individual and family factors were treated as predictor variables for analytic purposes. The disability label significantly predicts behaviors associated with self-realization, gender has a moderator role in the relationship between self-concept and psychological empowerment, and the family socio-economic factor predicts the self-determined abilities related to self-realization. The study findings contribute to current Romanian research in this field, and practical educational implications were discussed. Future research is needed to investigate the moderating role of disability labels in relation to the self-concept regarding the mechanisms of autonomy and psychological empowerment.
自我决定和自我概念的研究及理论模型表明，微观系统生态因素具有影响作用，并在自我概念与自我决定的关系中发挥预测作用。了解个人和情境因素影响或预测残疾学生自我决定行为的机制后，这些机制将成为旨在促进和增强与自我决定相关的行动和技能的教育及治疗干预项目发展的基准。本研究的目的是考察若干个人和家庭因素在何种程度上影响并解释学生的自我概念与自我决定行为、态度和技能之间的关系。对304名年龄在12至19岁（平均年龄=14.93岁；标准差=1.42）、患有学习障碍以及轻度和中度智力障碍的学生施测了改编后的罗马尼亚青少年ARC自我决定量表和五因素自我概念问卷。为了分析目的，将个人和家庭因素作为预测变量。残疾标签显著预测与自我实现相关的行为，性别在自我概念与心理赋权的关系中起调节作用，家庭社会经济因素预测与自我实现相关的自我决定能力。研究结果对罗马尼亚该领域的现有研究有所贡献，并讨论了实际教育意义。未来需要进行研究，以调查残疾标签在与自我概念相关的自主性和心理赋权机制方面的调节作用。
