Using Self-Determination of Senior College Students with Disabilities to Predict Their Quality of Life One Year after Graduation

Abstract

The purpose of this study was to assess the correlation and predictive relationship between self-determination and quality of life of college students with disabilities. Subjects were 145 senior college students recruited from northern Taiwan. Subjects' age ranged from 22 to 25 years and their disabilities varied, including visual impairments (n = 16), hearing impairments (n = 17), speech/language impairment (n = 6), physical disabilities (n = 40), specific learning disability (n = 26), emotional and behavior disorders (n = 5), multiple disabilities (n = 4), autism (n = 23), and health impairments (n = 8). Two measures, the Self-Determination Scale for College Students (SDSCS) and WHOQOL-BREF were used to collect data. The subjects completed the SDSCS in their senior year of college, whereas the WHOQOL-BREF data were collected one year after their graduation. The Pearson correlation and stepwise multiple regression analyses were used to assess the correlation between the SDSCS and the WHOQOL-BREF. Results showed that positive correlations were found between self-determination and quality of life. Subjects’ scores on the SDSCS subscales (Self-Realization, Psychological Empowerment, Autonomy) were able to explain between 30.3%-53.2% of the total variance of their scores on the WHOQOL-BREF domains (Psychological, Social Relationships, Environment). The results of this study re-confirmed the positive correlation between self-determination and quality of life of individuals with disabilities. Furthermore, the study highlighted that self-determination not only has an immediate impact on quality of life for people with disabilities, but it seems to have a long-lasting effect. Suggestions and implications are provided.

Keywords

• College students with disabilities,self-determination,quality of life

References

1. Abery, B. H., & Stancliffe, R. J. (2003). An ecological theory of self-determination: Theoretical foundations. In M. L. Wehmeyer, B. H. Abery, D. E. Mithaug, & R. J. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 25-42). Springfield, IL: Charles C. Thomas.
2. Berlim, M. T., Pavanello, D. P., Caldieraro, M. A., & Fleck, M. P. (2005). Reliability and validity of the WHOQOL BREF in a sample of Brazilian outpatients with major depression. Quality of Life Research, 14(2), 561-564.
3. Chang, C. H., Cheng, Y. F., Chin, H. C., & Lee, H. N. (2013). A study on the test of validity and reliability of WHOQOL-BREF when it was applied to adults with severe visual impairments. Bulletin of Educational Psychology, 44, 521-536.
4. Chao, P. C. (2016, July). Investigation of the Self-Determination Skills and Learning Adjustment of Taiwanese College Students with Disabilities. Paper presented at the International Conference on Social Science, Hokkaido, Japan.
5. Cronin, M. E., Patton, J. R., & Wood, S. J. (2007). Life skills instruction: a practical guide for integrating real-life content into the curriculum at the elementary and secondary levels for students with special needs or who are placed at risk (2nd ed.). Austin, TX: Pro-Ed.
6. Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182-185.
7. Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71, 23-41.
8. Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Effects of self-determination interventions on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30, 89-113.

9. Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K. D., Schalock, R., Verdugo, M. A., & Walsh, P. N. (2005). The relationship between quality of life and self-determination: an international study. Journal of Intellectual Disability Research, 49, 740-744.
10. Mithaug, D. E., Campeau, P. L., & Wolman, J. M. (2003). Assessing self-determination prospects among students with and without disabilities. In D. E. Mithaug, D. K. Mithaug, M. Agran, J. E. Martin, & M. L. Wehmeyer (Eds.), Self-determined learning theory: Construction, verification, and evaluation (pp. 61-76). Mahwah, NJ: Lawrence Erlbaum.
11. Moore, M., & McNaught, J. (2014). Virginia's self- determination project: Assisting students with disabilities to become college and career ready. Journal of Vocational Rehabilitation, 40(3), 247-254.
12. Nota, L., Ferrari, L., Soresi, S., & Wehmeyer, M. (2007). Self-determination, social abilities, and the quality of life of people with intellectual disabilities. Journal of Intellectual Disability Research, 51, 850-865.
13. Ohaeri, J. U., & Awadalla, A. W. (2009). The reliability and validity of the short version of the WHO Quality of Life Instrument in an Arab general population. Annals of Saudi Medicine, 29(2), 98-104.
14. Ruban, L. M., McCoach, D. B., McGuire, J. M., & Reis, S. M. (2003). The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities. Journal of Learning Disabilities, 36, 270-289.
15. Schalock, R. L. (1994). The concept of quality of life and its current application in the field of mental retardation/developmental disabilities. In D. Goode (Ed.). Quality of life for persons with disabilities: International perspectives and issues (pp. 266-284). Cambridge, UK: Brookline Books.
16. Schalock, R. L. (1996). Reconsidering the conceptualization and measurement of quality of life. In R. L. Schalock (Ed.). Quality of life: Vol. 1. Conceptualization and measurement (pp. 123-139). Washington, DC: American Association on Mental Retardation.
17. Schalock, R. L. (2000). Three decades of quality of life. Focus on Autism and Other Developmental Disabilities, 15, 116-127. Schalock, R. L., & Keith, K. D. (1993). Quality of Life Questionnaire Manual. Worthington, OH: IDS Publishing. Schalock, R. L., Verdugo, M. A., Jenaro, C., Wang, M., Wehmeyer, M., Xu, J., & Lachapelle, Y. (2005). Cross-cultural study of quality of life indicators. American Journal on Mental Retardation, 110(4), 298-311. The Special Education Act, Ministry of Education, Taiwan (2014).
18. The WHOQOL Group. (1994a). Development of the WHOQOL: Rationale and current status. International Journal of Mental Health, 23(3), 24-56.
19. The WHOQOL Group. (1994b). The development of the World Health Organization quality of life assessment instrument (the WHOQOL). In J. Orley and W. Kuyken (Eds.), Quality of Life Assessment: International Perspectives (pp. 3-18). Berlin Heidelberg: Springer-Verlag.
20. The WHOQOL Group. (1998). Development of the World Health Organization WHOQOL-BREF quality of life assessment. Psychological Medicine, 28, 551-558.
21. Trompenaars, F. J., Masthoff, E. D., Van Heck, G. L., Hodiamont, P. P., & De Vries, J. (2005). Content validity, construct validity, and reliability of the WHOQOL-Bref in a population of Dutch adult psychiatric outpatients. Quality of Life Research, 14(1), 151-160.
22. Wehmeyer, M. L. (1996). Self-determination as an educational outcome. In D. J. Sands, & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 17-36). Baltimore, MD: Paul H. Brookes.
23. Wehmeyer, M. L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14, 53-61.
24. Wehmeyer, M. L., & Kelchner, K. (1995). The ARC’s Self-Determination Scale. Arlington, TX: The ARC National Headquarters.
25. Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.
26. Wehmeyer, M. L., Palmer, S. B., Soukup, J. H. Garner, N. W., & Lawrence, M. (2007). Self-determination and students transition planning knowledge and skills: Predicting involvement. Exceptionality, 15(1), 31-44.
27. Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33, 1-15.
28. Wehmeyer, M., & Schwartz, M. (1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33(1), 3-12.
29. Yao, G., Chung, C. W., & Wang, J. D. (2002). Development and verification of validity and reliability of the WHOQOL-BREF Taiwan version. Journal of the Formosan Medical Association, 101(5), 342-351.