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ERIC Number: EJ1357965
Record Type: Journal
Publication Date: 2023-Jan
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: EISSN-2163-5560
School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support
Dubois, Pascale; Guay, Frédéric; St-Pierre, Marie-Catherine
Exceptional Children, v89 n2 p216-232 Jan 2023
School-to-work transition is a challenging period for youth with learning difficulties (LD). Based on self-determination theory (SDT), we tested the role of autonomy support and motivation in predicting transition status and well-being among this population. This prospective study included 218 students with LD in their last year of a work-study program. They were surveyed at the end of the school year and 1 year later. Two structural equation models were tested: one with the transition status as the outcome and one with well-being. Analyses revealed that autonomy support from fathers was positively associated with autonomous motivation in both models, as was autonomy support from friends in the transition status model. Autonomous motivation positively predicted both outcomes, while controlled motivation negatively predicted them. In sum, the psychological resources proposed by SDT seem to matter for youth with LD, thereby providing support for the generalizability of SDT.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A