Psychology in the Schools, Vol. 50(8), 2013 C  2013 Wiley Periodicals, Inc. View this article online at wileyonlinelibrary.com/journal/pits DOI: 10.1002/pits.21707 FACTORS THAT PREDICT ELEMENTARY EDUCATORS’ PERCEPTIONS AND PRACTICE IN TEACHING SELF-DETERMINATION HYUN-JEONG CHO, MICHAEL WEHMEYER, AND NEAL KINGSTON University of Kansas Promoting self-determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self-regulation strategies on the perceived importance and frequency of teaching self-determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self-regulation instruction. Teaching experience and classroom setting predicted the use of self-regulation strategies, but primary assignment, school setting, and student disability did not. Self-regulation instruction predicted the frequency of teaching self-determination, but neither it nor classroom setting predicted the perceived importance of teaching self-determination. Limitations and implications of this study are discussed, and suggestions for future research are offered. C  2013 Wiley Periodicals, Inc. Promoting the self-determination of students with disabilities has been a significant component of policy, research, and teaching practices associated with students’ successful transition from high school to adult life (Field, Martin, Miller, Ward, & Wehmeyer, 1998; Wehmeyer, Abery, Mithaug, & Stancliffe, 2003; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997). Also, promoting self-determination has been proposed as a mechanism for access to the general education curriculum as mandated by the No Child Left Behind (NCLB) Act of 2001 and 2002 and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). Recent years have also seen the addition of the elements of self-determination to educator standards (e.g., Council for Exceptional Children, 2003) and a variety of curricular and instructional models that enable secondary educators to provide this type of instruction (Test, Karvonen, Wood, Browder, & Algozzine, 2000; Wehmeyer & Field, 2007). There is substantial evidence of the efficacy of curricular and instructional models in promoting self-determination at the secondary level—secondary students with disabilities gain increased access to the general curriculum when they are taught self-regulation strategies, such as formulating goals, monitoring action steps to reach a goal, evaluating progress toward that goal, and reinforcing desired outcomes (Agran, Blanchard, Wehmeyer, & Hughes, 2001; Agran, Wehmeyer, Cavin, & Palmer, 2010; Lee, Wehmeyer, Palmer, Soukup, & Little, 2008; Lee, Wehmeyer, Soukup, & Palmer, 2010; Palmer, Wehmeyer, Gipson, & Agran, 2004). Practicing these strategies increases self-directed learning and leads students to greater self-determination. Unfortunately, despite this knowledge of the educational benefits, many students with dis- abilities still lack the self-determination, knowledge, and skills possessed by their peers without disabilities (Mithaug, Campeau, & Wolman, 2003). With this discrepancy in mind, educators and researchers are increasingly calling for promoting self-determination for students with disabilities at an early age rather than waiting until their secondary school years. Self-determination refers to “volitional actions that enable one to act as the primary causal agent in one’s life and to maintain or improve one’s quality of life” (Wehmeyer, 2005, p. 117). This definition encapsulates four essential characteristics of self-determined behavior: a) autonomy, b) self-regulation, c) psychological empowerment, and d) self-realization (Figure 1). Correspondence to: Hyun-jeong Cho, Center for Educational Testing and Evaluation, University of Kansas, Lawrence, KS 66047. E-mail: chohj@ku.edu 770