El Rol de los Factores Personales y Familiares en la Autodeterminación de Jóvenes con Discapacidad Intelectual

  1. Eva Vicente-Sánchez 1
  2. Verónica Marina Guillén-Martín 2
  3. Miguel Ángel Verdugo-Alonso 3
  4. María Isabel Calvo-Álvarez 3
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  3. 3 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

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Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2018

Volume: 24

Issue: 2

Pages: 75-83

Type: Article

DOI: 10.5093/PSED2018A13 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Sustainable development goals

Abstract

Self-determination is a relevant issue in the education and the live of people with disabilities, who claim their right to be a causal agent in their own lifes. Research has established that both environmental and personal factors play a significant role in the development and expression of self-determination. The aim of this study is to examine the degree to which several personal and family factors affect and influence the self-determination level of students with an intellectual disability. A total of 71 students with an intellectual disability (11-17 years old) participated in the study, and information about self-determination and family and personal factors was obtained. The results that family variables play an important role in participants’ self-determination in order to facilitate and promote selfdetermination over the educational period.

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Data source: Dialnet