{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,15]],"date-time":"2026-06-15T06:31:56Z","timestamp":1781505116582,"version":"3.54.1"},"reference-count":48,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2016,5,18]],"date-time":"2016-05-18T00:00:00Z","timestamp":1463529600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J intellect Disabil Res"],"published-print":{"date-parts":[[2017,2]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Self\u2010determined behaviour is composed of multiple, interrelated component elements, and yet little empirical study has researched the self\u2010determination components other than choice making and goal setting. Also, few theoretical relationships have been drawn between the component elements of self\u2010determined behaviour and the impact of disability category. Therefore, this study examined profiles of the combination of three self\u2010report measures of component elements of self\u2010determined behaviour (autonomous functioning, problem solving and internal locus of control) between two groups (ID and learning disabilities\/emotional disorders).<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>We analysed data from 96 middle school and high school students ages 13 through 22\u2009years who completed three self\u2010report instruments of the <jats:italic>Autonomy<\/jats:italic> \u2013 section 1 of <jats:italic>The Arc's Self\u2010determination Scale<\/jats:italic>, the <jats:italic>Problem Solving Survey<\/jats:italic> and the <jats:italic>Nowicki\u2013Strickland Locus of Control Scale<\/jats:italic>. A multivariate analysis of covariance was conducted to investigate the differences between the two groups after controlling for the developmental effects of age. A discriminant function analysis examined whether membership of the two groups could be predicted from the three component elements.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Results showed that each group had different profiles within the combined three component elements of self\u2010determination but groups were not different on any single measure of component elements of self\u2010determined behaviour exclusively. The combination of three variables was useful in confirming the membership of two dichotomous groups.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Score differences on the three component behaviour imply that the two groups have different instructional needs and therefore require differentiated instructional approaches. The three measures of the component elements of self\u2010determined behaviour collectively separate the two groups, suggesting that the component elements should be considered in a combination as opposed to being treated as individual elements in the context of discussing self\u2010determined behaviour.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jir.12297","type":"journal-article","created":{"date-parts":[[2016,5,18]],"date-time":"2016-05-18T05:39:35Z","timestamp":1463549975000},"page":"144-154","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":9,"title":["Comparison of self\u2010determination of students with disabilities: multivariate and discriminant function analyses"],"prefix":"10.1111","volume":"61","author":[{"given":"Y.\u2010C.","family":"Chou","sequence":"first","affiliation":[{"name":"Department of Special Education Chung Yuan Christian University  Taoyuan City Taiwan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"S. 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