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 learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.

我们根据《 2012年美国国家纵向过渡研究》（NLTS 2012）的二级分析，研究了中学英语学习者的自我决定能力。残疾英语学习者的自决特征与其他残疾学生，英语学习者学生和非普通英语学习者的学生的自决特征明显不同，包括他们不太可能自主行动或报告与赋权相关或与自我实现有关的行为。多元分析确定了学生和家庭的一些特征，这些特征与自决方面的变化有关，包括年龄，性别和中学后期望。讨论了对实践和研究的影响，