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Phone: (843) 805-6930
West Ashley Library
9 a.m. - 4 p.m.
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Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 6 p.m.
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Dorchester Road Library
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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Wando Mount Pleasant Library
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Hurd/St. Andrews Library
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An Examination of the Relationship between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization
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- Author(s): Shogren, Karrie A.; Lee, Jaehoon; Panko, Pavel
- Language:
English- Source:
Grantee Submission. 2016.- Publication Date:
2016- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 31
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R324A110041
- Education Level: Postsecondary Education
- Subject Terms: Personal Autonomy; Empowerment; Self Actualization; Disabilities; Longitudinal Studies; Transitional Programs; Special Education; Self Determination; Employment; Independent Living; Postsecondary Education; Compensation (Remuneration); Enrollment; Secondary School Students; Interpersonal Relationship; Predictor Variables
- Subject Terms:
- Abstract: This study examined, using data from the National Longitudinal Transition Study-2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment, measured while youth were in secondary school) on postschool (a) employment and payment/benefits, (b) education, (c) independent living, and (d) social engagement outcomes. Findings suggest that up to 8 years after youth exited school, autonomy, self-realization, and psychological empowerment predict postschool outcomes. Psychological empowerment showed a strong relationship with employment wages and benefits, and autonomy and self-realization contributed to predicting independent living and postsecondary education enrollment. Implications for future research and practice are discussed. [At the time of submission to ERIC this article was in press with "Journal of Special Education."]
- Abstract: As Provided
- Number of References: 45
- Publication Date: 2016
- Accession Number: ED572708
- Peer Reviewed:
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