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Self-Determination Student Scale
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About Self-Determination Student Scale
Scale Name
Self-Determination Student Scale
Author Details
Allan Blaine Hoffman, Douglas W. Field, and Shlomo S. Sawilowsky.
Translation Availability
Not Sure
Background/Description
The Self-Determination Student Scale (SDSS) is a powerful tool tailored to address the unique needs of students with mild to moderate disabilities in educational settings. Its purpose is to evaluate the degree to which students advocate for themselves and exercise self-determination in their academic pursuits. With a comprehensive set of 92 items, the SDSS delves into both the emotional and cognitive dimensions of a student’s self-determination. In this blog, we’ll explore how this instrument empowers students and educators alike, shedding light on their journey towards autonomy and achievement.
The SDSS employs a straightforward methodology. Each item presents a concise statement, to which the student responds by selecting either “That’s me” or “That’s not me.” This binary approach allows for a clear and direct assessment of the student’s self-perception in relation to the presented scenarios.
At its core, self-determination, as articulated by Field and Hoffman in 1994, encapsulates the capacity to set and accomplish goals rooted in a foundation of self-awareness and self-worth. It represents a vital skill set for students, empowering them to take charge of their educational journey.
The SDSS is tailored for students at the secondary and postsecondary levels. Recognizing the critical juncture that these stages represent in a student’s academic trajectory, the scale is designed to provide insights that can significantly impact their educational experience.
One of the unique strengths of the SDSS lies in its ability to measure both the affective and cognitive dimensions of a student’s self-determination. By addressing the emotional and intellectual facets of autonomy, the scale offers a holistic view of a student’s self-advocacy capabilities.
By employing the SDSS, educators gain invaluable insights into the strengths and areas for growth in each student’s journey towards self-determination. This knowledge serves as a foundation for tailored interventions and support systems, ultimately fostering an environment where students feel empowered to take ownership of their learning.
Administration, Scoring and Interpretation
Preparation: Familiarize yourself with the SDSS questionnaire and its items. Determine the appropriate context and purpose for administering the scale (e.g., research study, educational assessment).
Selecting Participants: Identify the target population (e.g., students in a specific grade level, educational institution). Ensure that participants understand the purpose of the survey and provide informed consent if required.
Explain the Purpose: Clearly communicate the purpose of the survey to participants. Emphasize that their responses are valuable for understanding their experiences in the educational context.
Distribution of the Questionnaire: Provide a copy of the SDSS questionnaire to each participant. Ensure that participants have a quiet and comfortable environment to complete the questionnaire.
Instructions: Clearly explain how participants should respond to the items. For example, if a Likert-type scale is used, provide guidance on what each response option means (e.g., 1 = strongly disagree, 5 = strongly agree).
Answering Questions: Be available to address any questions or concerns participants may have about the questionnaire. Provide clarification without influencing their responses.
Allow Sufficient Time: Give participants enough time to read and respond to each item thoughtfully. Avoid rushing the process.
Collection of Completed Questionnaires: Once participants have finished, collect the completed questionnaires. Ensure that all participants have responded.
Reliability and Validity
Cronbach’s Alpha: Cronbach’s alpha ranges from .88 to .97
The SDSS yields a variety of subscale scores, including General Positive, General Negative, Specific Positive, and Specific Negative. The general subscales relate to a student’s sense of global self-determination, while the specific subscales relate primarily to application in their education, home, and related environmental settings. The positive subscales indicate self-determination in areas of perceived strength, while the negative subscales indicate areas of perceived weakness in self-determination.
Available Versions
92-Items
Reference
Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development For Exceptional Individuals, 17, 159-169.
Field, S. & Hoffman, A. (1992). Steps to Self-Determination (Field Test Version). Detroit, MI: Wayne State University.
Hoffman, A., & Field, S. (1995). Promoting self-determination through effective curriculum development. Intervention in School and Clinic, 30, 134-141.
Important Link
Scale File:
Frequently Asked Questions
What is the Self-Determination Student Scale (SDSS)?
The SDSS is a questionnaire designed to assess self-determination in students. It measures their perceived levels of autonomy, competence, and relatedness within an educational context.
Who developed the SDSS and when?
The SDSS was developed by Allan Blaine Hoffman, Douglas W. Field, and Shlomo S. Sawilowsky. Their work on this scale began in 1995, and it was later revised in 2004.
How is the SDSS administered?
The SDSS is typically administered by providing a questionnaire to students. They are asked to rate their agreement or disagreement with statements related to autonomy, competence, and relatedness.
What is the purpose of using the SDSS?
The purpose of using the SDSS is to gain insights into students’ levels of self-determination in an educational context. It can provide valuable information for understanding their motivation, engagement, and overall well-being.
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