Student's expectations of the future: hopelessness as a barrier to self-determination

By: Palmer, Susan B.
Contributor(s): Wehmeyer, Michael L.
Series: Mental Retardation 36 (2) April 1998: 128-136.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): FUTURE PROSPECTS | POSITIVE ATTITUDE | PROBLEM SOLVING | SELF ADVOCACY | SELF ESTEEM | SELF IMAGE | SOCIAL COMPETENCE | SOCIAL SKILLS | YOUTHSummary: The development of self-determination depends on the emergence of postitive beliefs about oneself and ones future. Research has suggested that these positive perceptions are the outcome of a process of learning and using problem-solving skills and the achievement of perceived or actual control, referred to as learned hopefulness. Expectations for the future (e.g. hopefulness/hopelessness) of students with an intellectual disability, learning disabilities or students without disabilities were examined. Students with an intellectual disability significantly less hopeful than were their peers with learning disabilities or without disabilities. Implications from these findings for the development of self determination were discussed. [AJ].
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The development of self-determination depends on the emergence of postitive beliefs about oneself and ones future. Research has suggested that these positive perceptions are the outcome of a process of learning and using problem-solving skills and the achievement of perceived or actual control, referred to as learned hopefulness. Expectations for the future (e.g. hopefulness/hopelessness) of students with an intellectual disability, learning disabilities or students without disabilities were examined. Students with an intellectual disability significantly less hopeful than were their peers with learning disabilities or without disabilities. Implications from these findings for the development of self determination were discussed. [AJ].

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