TY - JOUR
T1 - The Effects of School Support on School Engagement with Self-Determination as a Mediator in Students with Special Needs
AU - Yang, Lan
AU - Chiu, Hiu Man
AU - Sin, Kuen Fung
AU - Lui, Ming
N1 - Funding Information:
This work was supported by the Research Grants Council of Hong Kong, China [grant no. 18404614].
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/3/4
Y1 - 2022/3/4
N2 - 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.
AB - 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.
KW - school engagement
KW - self-determination
KW - Social support
KW - special educational needs
UR - https://www.ingentaconnect.com/content/routledg/cijd/2022/00000069/00000002/art00003
UR - http://www.scopus.com/inward/record.url?scp=85078449539&partnerID=8YFLogxK
U2 - 10.1080/1034912X.2020.1719046
DO - 10.1080/1034912X.2020.1719046
M3 - Journal article
AN - SCOPUS:85078449539
SN - 1034-912X
VL - 69
SP - 399
EP - 414
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
IS - 2
ER -
