ABSTRACT

The Self-Determination Inventory (SDI) is a suite of tools developed to measure self-determination. The SDI: Student Report was recently validated for adolescents aged 13 to 22 with and without disabilities across diverse racial/ethnic backgrounds. A parallel, proxy report version to be completed by teachers or parents, the SDI: Parent/Teacher Report is also available; however, limited research has explored the congruence of ratings made on the self and proxy report versions. The present study utilized multi-group confirmatory factor analysis to compare ratings on the SDI made by adolescents and their teachers. Findings suggest that the same set of items can be used to measure self-determination using the Self-Determination Inventory across students and teachers, but that there are low correlations between self- and proxy-scores. Teacher respondents tended to report that adolescents had lower levels of self-determination, although the discrepancy between adolescent self-report and teacher proxy-report varied based on the disability status and race/ethnicity of the student. Implications for future research and practice are discussed.

摘要

该自决库存（SDI）是制定了衡量自决的工具套件。最近，针对不同种族/族裔背景下有残疾和无残疾的13至22岁青少年验证了SDI：学生报告。SDI：家长/教师报告也将由教师或家长填写，并提供平行的代理报告版本。但是，有限的研究探索了对自我报告和代理报告版本所做的评级的一致性。本研究利用多组验证性因素分析来比较青少年及其老师对SDI的评级。研究结果表明，使用自决清单可以使用相同的一组项目来衡量自决跨学生和教师，但自我得分和代理得分之间的相关性较低。尽管青少年自我报告与教师代理报告之间的差异因学生的残障状况和种族/民族而异，但教师受访者倾向于报告青少年的自决水平较低。讨论了对未来研究和实践的影响。