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Self-Determination in People with Intellectual Disability: The Mediating Role of Opportunities

Author

Listed:
  • Eva Vicente

    (Department of Psychology and Sociology, University of Zaragoza, C./Pedro Cerbuna, 12, 50009 Zaragoza, Spain)

  • Cristina Mumbardó-Adam

    (Psychology and Educational Sciences Studies, Open University of Catalonia, Rambla del Poblenou, 156, 08018 Barcelona, Spain)

  • Verónica M. Guillén

    (Department of Education, University of Cantabria, Av./de los Castros, 52, 39005 Santander, Spain)

  • Teresa Coma-Roselló

    (Department of Education, University of Zaragoza, C./Pedro Cerbuna, 12, 50009 Zaragoza, Spain)

  • María-Ángeles Bravo-Álvarez

    (Department of Psychology and Sociology, University of Zaragoza, C./Pedro Cerbuna, 12, 50009 Zaragoza, Spain)

  • Sergio Sánchez

    (Department of Developmental and Educational Psychology, Autonomous University of Madrid, C./Francisco Tomas y Valiente, 3, 28049 Madrid, Spain)

Abstract

The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one’s own choices, have an effective participation and inclusion. Research in the field of disability have stressed self-determination as a key construct because of its impact on their quality of life and the achievement of desired educational and adulthood related outcomes. Self-determination development must be promoted through specific strategies and especially, by providing tailored opportunities to practice those skills. Providing these opportunities across environments could be especially relevant as a facilitator of self-determination development. This manuscript aims to ascertain if opportunities at home and in the community to engage in self-determined actions are mediating the relationship between people intellectual disability level and their self-determination. Results have confirmed direct effects of intellectual disability level on self-determination scores. Indirect effects also predicted self-determination and almost all its related components (self-initiation, self-direction, self-regulation, self-realization, and empowerment) through opportunities in the community and at home. Autonomy was predicted by the intellectual disability level through an indirect effect of opportunities at home, but not in the community. These results highlight the need for further research to better operationalize and promote contextually rooted opportunities for people with intellectual disability to become more self-determined.

Suggested Citation

  • Eva Vicente & Cristina Mumbardó-Adam & Verónica M. Guillén & Teresa Coma-Roselló & María-Ángeles Bravo-Álvarez & Sergio Sánchez, 2020. "Self-Determination in People with Intellectual Disability: The Mediating Role of Opportunities," IJERPH, MDPI, vol. 17(17), pages 1-15, August.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:17:p:6201-:d:404497
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    References listed on IDEAS

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    1. Robert L. Schalock & Ruth Luckasson & Karrie A. Shogren, 2020. "Going beyond Environment to Context: Leveraging the Power of Context to Produce Change," IJERPH, MDPI, vol. 17(6), pages 1-14, March.
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    Cited by:

    1. Phyllis King Shui Wong & Amy Yin Man Chow, 2021. "Self-Determination Competencies, (Dis)Agreement in Decision-Making, and Personal Well-Being of Adults with Mild Intellectual Disabilities in Hong Kong," IJERPH, MDPI, vol. 18(20), pages 1-16, October.
    2. Marta Medina-García & Lina Higueras-Rodríguez & Mª del Mar García-Vita & Luis Doña-Toledo, 2021. "ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge," IJERPH, MDPI, vol. 18(13), pages 1-17, June.

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