Titlebook: Development of Self-Determination Through the Life-Course; Michael L. Wehmeyer,Karrie A. Shogren,Shane J. Lop Book 2017 Springer Science+B

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Understanding, Supporting and Safeguarding Self-Determination as We Agenes in mortality and late onset disability and with disease in old age less likely to result in death or loss of physical or mental functions. However, improved ability to treat diseases and chronic conditions also means increased prevalence of chronic conditions challenging the very independence th

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How Parents Contribute to Children’s Psychological Health: The Critical Role of Psychological Need Sent, the role of parents is paramount to healthy psychosocial adjustment. When children’s psychological needs are satisfied, children report more well-being, engage in activities with more interest and spontaneity (intrinsic motivation), more easily accept guidelines for important behaviors (interna

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Self Determination Theory, Identity Development, and Adolescencens of adolescence and the many factors that contribute to the onset and offset of this critical developmental period. Then, two theoretical perspectives for understanding adolescence are introduced: Identity development theory and Self-Determination Theory. The chapter closes with some thoughts on f

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Preference and Choice-Expressionved, deliberate acts that occur without direct external influence. The expression of preference and choice making are critical components of this process. This chapter reviews the literature in preference and choice making as it pertains to human agentic action and self-determination and provide a d

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Gottfried Vossen,Kurt-Ulrich Wittefs, resulting in experiences of causal agency. This chapter explores the early development of foundational skills that enable children to make choices and express preferences, solve problems, engage in making decisions, set and attain goals, self-manage and self-regulate action, self-advocate, and acquire self-awareness and self-knowledge.

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Gottfried Vossen,Kurt-Ulrich Witt acknowledgement of student’s feelings; (b) provision of more choices and removal of controlling events for learning; (c) student’s active participation; (d) positive and informational feedback, and (e) structured guidance. Finally, the factors negatively contribute to insufficiency of teacher’s autonomy are also examined.

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