An Analysis of Motivation in Three Self-Determination Curricula. (August 2017)

• Record Type: Journal Article
• Authors: Sinclair, James; Bromley, Katherine W.; Shogren, Karrie A.; Murray, Christopher; Unruh, Deanne K.; Harn, Beth A.
• Is Part Of: Career development and transition for exceptional individuals. Volume 40:Number 3(2017)
• Page Start: 175
• Page End: 185
• Publication Date: 2017-08
• Subjects: self-determination -- motivation -- engagement -- curriculum instruction; Exceptional children -- Vocational education -- United States -- Periodicals; 371.95
• DOI: 10.1177/2165143416676081
• Languages: English
• ISSNs: 2165-1434

Abstract

Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.