The Interface between Self-Determination Attributes and Inclusion: A Cross-Sectional Survey of Secondary School Students in Uganda
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Date
2024-01
Journal Title
Journal ISSN
Volume Title
Publisher
Advances in Social Sciences and Management
Abstract
This study examined the interface between self-determination attributes and inclusion
in secondary education in Uganda. We examined the interface between the attributes
of self-determination (perceived autonomy, Competence and relatedness) and
inclusion of learners with and without special educational needs in secondary
education. Data was collected using closed ended self-administered questionnaires
from 309 students. Data was analyzed using statistical package for social scientist (SPSS)
version 25.0. Results showed that there was a moderate positive statistically significant
relationship between self-determination attributes and inclusion (r=. 409, P<0.01). The
table also shows that all the attributes of self-determination had a moderate positive
statistically significant relationship with inclusion; Perceived autonomy satisfaction (r=.
318, P<0.01), Perceived competence satisfaction (r=. 346, P<0.01) and Perceived
Relatedness satisfaction (r=. 336, P<0.01). This implies that there is a positive interface
between all the attributes of self-determination and inclusion of learners in secondary
education in Uganda. Results of multiple regression analysis show that 57% of the
variance on inclusion could be attributed to the elements of self-determination namely;
perceived autonomy satisfaction (P=. 002 B=. 523 t=2.263), Perceived competence
satisfaction (P=. 007 B=. 563 t= 2.263) and Perceived Relatedness satisfaction (P=. 004
B=. 693 t= 2.692). The above results show that perceived autonomy satisfaction and
perceived relatedness satisfaction were the only statistically significant predictors of
inclusion. Interventions aimed at improving inclusion should therefore emphasize
development of autonomy and relatedness as psycho-educational interventions.
Description
We acknowledge the head masters, teachers and learners of the inclusive secondary schools in Uganda who participated in this study.
Keywords
Self-determination, Attributes, Inclusion