Self-Determination

By S. Field, M. D. Sarver, S. Shaw. 2003

211 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8e25dbd0a59b83b9876434afd5c2d16c7c968efa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. Michele E. Ishikawa
2. Lisa M. W. DaDeppo
3. Tina M. Anctil
4. Amy Tao Scott

In Social Psychology

1. Michele E. Ishikawa
2. Lisa M. W. DaDeppo
3. Tina M. Anctil
4. Amy Tao Scott

In Sociology and Political Science

1. Michele E. Ishikawa
2. Tina M. Anctil
3. Amy Tao Scott

Citations in the corpus

• Academic Identity Development Through Self-Determination (2008, methodology): “The items contain a brief statement in response to which the student marks, “That’s me” or “That’s not me.” Previously, Sarver (2000; see also Field et al., 2003 ) used the SDSS to investigate self-determination in college students with learning disabilities and found reliable results.”
• Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities (2009, background): “…self-advocacy and social skill development in order to better establish positive relationships with faculty and peers and be better prepared for the demands of college (Brandt & Berry, 1991; Brinckerhoff, 1993; Field et al., 2003; Hoffman, 2003; Skinner & Lindstrom, 2003; Yuen & Shaughnessy, 2001).”
• The Faculty Perspective on Universal Design for Learning (2008, unknown): “Field, Sarver, and Shaw (2003) cite several problems with this traditional model of providing educational access.”