{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T10:21:25Z","timestamp":1787653285772,"version":"build-2736575974"},"reference-count":44,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2026,7,16]],"date-time":"2026-07-16T00:00:00Z","timestamp":1784160000000},"content-version":"vor","delay-in-days":15,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T00:00:00Z","timestamp":1782864000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2026,7]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Promoting self\u2010determination during adolescence is crucial for enhancing academic engagement and social inclusion. This study examined the effects of the Self\u2010Determined Learning Model (SDLMI) on the self\u2010determination of students with and without intellectual disability (ID).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A randomised parallel\u2010group trial involved 90 adolescents aged 13\u201317\u2009years (\n                      <jats:italic>M<\/jats:italic>\n                      \u2009=\u200914.05, SD\u2009=\u20091.39), including students with (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200941, 45.6%) and without ID (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200949, 54.4%). Participants were randomly allocated to either the experimental (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200941) group\u2014which received the 12\u2010week SDLMI intervention or the control group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200949), which followed standard school activities. Total composite self\u2010determination scores and its components\u2010constructs and essential characteristics were assessed pre\u2010 and post\u2010intervention using the Self\u2010Determination Inventory: Student Report (SDI:SR).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Linear mixed\u2010effects models were employed as the primary inferential analysis to examine Group\u2009\u00d7\u2009Time interaction effects. Baseline equivalence between groups was confirmed. Linear mixed\u2010effects modelling revealed significant effects for the total composite self\u2010determination score, demonstrating significantly greater improvements in the experimental group compared to the control group. Improvements were particularly evident in components\u2010construct of autonomy (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.001, d\u2009=\u20090.89) and self\u2010realisation (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.05, d\u2009=\u20090.56). Effect sizes indicated small\u2010to\u2010moderate gains, suggesting significant but incremental changes over the intervention period. No statistically significant changes were observed in the control group.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The findings provide robust evidence for the causal efficacy of SDLMI as a viable instructional framework to foster self\u2010determination skills for students with and without ID in mainstream inclusive classrooms.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jar.70285","type":"journal-article","created":{"date-parts":[[2026,7,17]],"date-time":"2026-07-17T01:51:38Z","timestamp":1784253098000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Decide, Act and Believe: Enhancing Self\u2010Determined Learning of Students With and Without Intellectual Disability"],"prefix":"10.1111","volume":"39","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7483-3342","authenticated-orcid":false,"given":"Clarissa","family":"Moreira","sequence":"first","affiliation":[{"name":"Faculdade de Motricidade Humana Universidade de Lisboa  Lisboa Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8112-8932","authenticated-orcid":false,"given":"Andr\u00e9","family":"Oliveira","sequence":"additional","affiliation":[{"name":"Departamento de Psicologia e Educa\u00e7\u00e3o, Faculdade de Ci\u00eancias Sociais e Humanas Universidade da Beira Interior  Covilh\u00e3 Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5009-8980","authenticated-orcid":false,"given":"Armanda","family":"Pereira","sequence":"additional","affiliation":[{"name":"Departamento de Educa\u00e7\u00e3o e Psicologia, Escola de Ci\u00eancias Humanas e Sociais Universidade de Tr\u00e1s\u2010Os\u2010Montes e Alto Douro  Vila Real Portugal"},{"name":"Centro de Investiga\u00e7\u00e3o Em Psicologia, Escola de Psicologia Universidade Do Minho  Braga Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3221-1916","authenticated-orcid":false,"given":"Pedro","family":"Ros\u00e1rio","sequence":"additional","affiliation":[{"name":"Centro de Investiga\u00e7\u00e3o Em Psicologia, Escola de Psicologia Universidade Do Minho  Braga Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5134-5867","authenticated-orcid":false,"given":"Mayumi","family":"Hagiwara","sequence":"additional","affiliation":[{"name":"Department of Special Education Graduate College of Education, San Francisco State University  San Francisco California USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7925-1299","authenticated-orcid":false,"given":"Karrie A.","family":"Shogren","sequence":"additional","affiliation":[{"name":"Kansas University Center on Disabilities University of Kansas  Lawrence Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4074-7347","authenticated-orcid":false,"given":"Fernando","family":"Gomes","sequence":"additional","affiliation":[{"name":"SpertLab, Faculdade de Motricidade Humana Universidade de Lisboa  Lisboa Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0009-4870-1387","authenticated-orcid":false,"given":"Rodrigo","family":"Gomes","sequence":"additional","affiliation":[{"name":"Instituto Superior de Economia e Gest\u00e3o, Universidade de Lisboa  Lisboa Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6654-564X","authenticated-orcid":false,"given":"Sofia","family":"Santos","sequence":"additional","affiliation":[{"name":"UIDEF\u2014Instituto da Educa\u00e7\u00e3o, Faculdade de Motricidade Humana, Universidade de Lisboa  Lisboa Portugal"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,7,16]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/154079690603100303"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/15407969231153397"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/bs14070613"},{"issue":"3","key":"e_1_2_14_5_1","first-page":"1","article-title":"Self\u2010Determination and Students With Disabilities: A Review of the Literature and Implications for Practice","volume":"28","author":"Burke K. 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