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Direct linkNewman, Lynn A.; Garcia, Elisa B.; Trainor, Audrey A.; Chong, Melanie – Career Development and Transition for Exceptional Individuals, 2021
We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English…
Descriptors: Self Determination, English Language Learners, Students with Disabilities, Age Differences
Petcu, Stefania D.; Van Horn, M. Lee; Shogren, Karrie A. – Career Development and Transition for Exceptional Individuals, 2017
This study conducted a secondary analysis using data from the "National Longitudinal Transition Study-2" (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education…
Descriptors: Self Determination, Personal Autonomy, Student Empowerment, Self Actualization
Gary, Kelli W.; Sima, Adam; Wehman, Paul; Johnson, Khalilah R. – Career Development and Transition for Exceptional Individuals, 2019
Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions…
Descriptors: Minority Group Students, Ethnic Groups, Disabilities, Longitudinal Studies
Rojewski, Jay W.; Lee, In Heok; Gregg, Noel – Career Development and Transition for Exceptional Individuals, 2014
A longitudinal sample from the Educational Longitudinal Study of 2002 was used to determine differences in work outcomes between (a) individuals with learning disabilities or emotional-behavior disorders and (b) individuals with or without disabilities. Twelve factors were arranged into individual, family, school-peer, and community categories.…
Descriptors: Adolescents, Longitudinal Studies, Learning Disabilities, Emotional Disturbances
