The effects of school support on school engagement with self-determination as a mediator in students with special needs

The effects of school support on school engagement with self-determination as a mediator in students with special needs

• Yang, Lan The Education University of Hong Kong
• Chiu, Hiu Man Creative Secondary School, Hong Kong
• Sin, Kuen Fung The Education University of Hong Kong
• Lui, Ming Hong Kong Baptist University

International Journal of Disability, Development and Education, 2020

Routledge

2020

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development

Social Support Self-determination School Engagement Special Educational Needs

• Hong Kong

• 1997.7 onwards

• Secondary Education

While the relationship between self-determination and the academic achievement of students has been widely tested across cultures and groups, limited research has examined the antecedents of self-determination and their impacts on school engagement, which is the pre-requisite of academic achievement. The present study, based on the self-system processes model of motivation, tested the relationships between peer support, school support, self-determination, and school engagement in 118 secondary school students with special needs integrated into mainstream schools in Hong Kong. The results showed that school support has a significant indirect effect on school engagement via self-determination as a mediator. The correlations between school support, self-determination, and school engagement are all positive and significant, whereas peer support did not correlate with school engagement. Controlling for the factors of peer and school support, self-determination was the strongest predictor of school engagement for students with special needs. The current findings may highlight the importance of school support and self-determination interventions to enhance the school engagement of students with special needs in inclusive educational settings. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 1034912X

• 10.1080/1034912X.2020.1719046

https://bibliography.lib.eduhk.hk/bibs/a8dbae2c

2020-05-18