We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher autonomy scores were more likely to enroll in 2-year colleges, and those with higher empowerment scores were more likely to enroll in 4-year colleges. However, prior research found that English learners with disabilities are less likely to act autonomously or report empowerment-related behaviors than other students with disabilities or students in the general population. Considering the increasing importance of postsecondary education, the current study’s findings demonstrate the importance of promoting both the self-determined behaviors of this dually identified population of students and the learning environment supports that facilitate the practice of self-determination.

我们使用准实验倾向评分模型和来自国家纵向过渡研究 2 的数据，研究了自决的三个组成部分——自主、赋权和自我实现——对残疾英语学习者的中学后入学率的影响。结果支持自决成分影响中学后入学率的假设。自主性得分较高的残疾英语学习者更有可能进入 2 年制大学，而那些赋权得分较高的人更有可能进入 4 年制大学。然而，先前的研究发现，与其他残疾学生或一般人群中的学生相比，残疾英语学习者不太可能自主行动或报告与授权相关的行为。