Self-determination as a psychological and positive youth development construct.
This paper presents a review of self-determination as a positive youth development construct. The definition and conceptualization of the concept are examined from the perspective of self-determination theory and the functional theory of self-determination. Theories of self-determination from the perspective of motivation and skills enhancement are examined. Factors contributing to self-determination, such as autonomy-supportive teaching and parenting style, culture, efficacy of intervention programmes, and the educational benefits of self-determination for students, are discussed. Strategies to promote self-determination in an educational context and implications for further research and practice are discussed.
Division of Learning Development and Diversity, Faculty of Education, The University of Hong Kong, Hong Kong. eadaoin@hkucc.hku.hk
Eadaoin K P
EK
Hui
Sandra K M
SK
Tsang
D000293:Adolescent; D041923:Adolescent Development; D003210:Concept Formation; D006233:Persons with Disabilities; D006801:Humans; D009042:Motivation; D016487:Parenting / Q000523:psychology; D026684:Personal Autonomy; D011582:Psychological Theory; D013334:Students; D013663:Teaching