Skip to main content

Part of the book series: Springer Series on Child and Family Studies ((SSCFS))

  • 3079 Accesses

Abstract

Goal-oriented actions are critical in enabling people to act in a self-determined manner and to be causal agents in their lives. Self-regulation involves, in essence, various processes involved in attaining and maintaining goals. In this chapter, we provide a more in-depth look at self-regulation and goal-directed action using Causal Agency Theory as a framework and then examine what is known about promoting goal setting and attainment activities for people with intellectual and developmental disabilities.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 349.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 449.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Agran, M., King-Sears, M., Wehmeyer, M. L., & Copeland, S. R. (2003). Teachers’ guides to inclusive practices: Student-directed learning strategies. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3–13.

    Google Scholar 

  • Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106–114.

    Article  Google Scholar 

  • Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45, 163–174.

    Google Scholar 

  • Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2009). Self-determination for students with disabilities: A narrative metasynthesis. Career Development for Exceptional Individuals, 32, 108–114.

    Article  Google Scholar 

  • Copeland, S. R., & Hughes, C. (2002). Effects of goal setting on task performance of persons with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 37, 40–54.

    Google Scholar 

  • Copeland, S. R., Hughes, C., Agran, M., Wehmeyer, M. L., & Fowler, S. E. (2002). An intervention package to support high school students with mental retardation in general education classrooms. American Journal on Mental Retardation, 107, 32–45.

    Article  PubMed  Google Scholar 

  • Day, D. V., & Unsworth, K. L. (2013). Goals and self-regulation: Emerging perspectives across levels and times. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 158–176). New York: Routledge.

    Google Scholar 

  • Doll, E., & Sands, D. (2005). Teaching goal setting and decision making to students with developmental disabilities. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 273–296). Washington, DC: American Association on Mental Retardation.

    Google Scholar 

  • Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12.

    Article  PubMed  Google Scholar 

  • Gardner, D. C., & Gardner, P. L. (1978). Goal setting and learning in the high school resource room. Adolescence, 13, 489–493.

    PubMed  Google Scholar 

  • Geldhof, G. J., Fenn, M. L., & Finders, J. K. (2017). A self-determination perspective on self-regulation across the life span. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. J. Lopez (Eds.), Handbook of the development of self-determination (pp. 221–236). New York: Springer.

    Google Scholar 

  • Hortop, E. G., Wrosch, C., & Gagné, M. (2013). The why and how of goal pursuits: Effects of global autonomous motivation and perceived control on emotional well-being. Motivation and Emotion, 37, 675–687.

    Article  Google Scholar 

  • Hughes, C., & Carter, E. (2000). The transition handbook. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Hughes, C., Copeland, S. R., Agran, M., Wehmeyer, M. L., Rodi, M. S., & Presley, J. A. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37, 262–271.

    Google Scholar 

  • Kish, M. (1991). Counseling adolescents with LD. Intervention in School and Clinic, 27, 20–24.

    Article  Google Scholar 

  • Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50, 212–247.

    Article  Google Scholar 

  • Lee, S. H., Wehmeyer, M. L., & Shogren, K. A. (2015). Effect of instruction with the Self-Determined Learning Model of Instruction on students with disabilities: A meta-anlaysis. Education and Training in Autism and Developmental Disabilities, 50, 237–247.

    Google Scholar 

  • Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76, 213–233.

    Article  Google Scholar 

  • Little, T. D., Hawley, P. H., Henrich, C. C., & Marsland, K. (2002). Three views of the agentic self: A developmental synthesis. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 389–404). Rochester, NY: University of Rochester Press.

    Google Scholar 

  • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.

    Article  PubMed  Google Scholar 

  • Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15, 265–268.

    Article  Google Scholar 

  • Locke, E. A., & Latham, G. P. (2013). Goal setting theory: The current state. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 623–630). New York: Routledge.

    Google Scholar 

  • Mann, T., de Ridder, D., & Fujita, K. (2013). Self-regulation of health behavior: Social psychological approaches to goal setting and goal striving. Health Psychology, 32, 487–498.

    Article  PubMed  Google Scholar 

  • McConkey, R., & Collins, S. (2010). Using personal goal setting to promote the social inclusion of people with intellectual disability living in supported accommodation. Journal of Intellectual Disability Research, 54, 135–143.

    Article  PubMed  Google Scholar 

  • Mithaug, D. E. (1993). Self-regulation theory: How optimal adjustment maximizes gain. Westport, CT: Praeger.

    Google Scholar 

  • Mithaug, D. E. (1996). Equal opportunity theory. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2004). Autonomy is no illusion: Self-determination theory and the empirical study of authenticity, awareness, and will. In J. Greenberg, S. L. Koole, & T. Pyszczynski (Eds.), Handbook of experimental existential psychology (pp. 449–479). New York: Guilford Press.

    Google Scholar 

  • Shogren, K. A., Palmer, S., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. (2012). Effect of intervention with the Self-determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320–330.

    Article  PubMed  Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A., Little, T. J., & Lopez, S. J. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50, 251–263.

    Google Scholar 

  • Warner, D. A., & DeJung, J. E. (1971). Effects of goal setting upon learning in educable retardates. American Journal of Mental Deficiency, 75, 681–684.

    PubMed  Google Scholar 

  • Wehmeyer, M. L., Abery, B., Mithaug, D. E., & Stancliffe, R. (2003a). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C. Thomas Publishing Company.

    Google Scholar 

  • Wehmeyer, M. L., Agran, M., Hughes, C., Martin, J., Mithaug, D. E., & Palmer, S. (2007). Promoting self-determination in students with intellectual and developmental disabilities. New York: Guilford Press.

    Google Scholar 

  • Wehmeyer, M. L., Hughes, C., Agran, M., Garner, N., & Yeager, D. (2003b). Student-directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms. International Journal of Inclusive Education, 7, 415–428.

    Article  Google Scholar 

  • Wehmeyer, M. L., Shogren, K. A., Palmer, S., Williams-Diehm, K., Little, T., & Boulton, A. (2012). The impact of the Self-determined Learning Model of Instruction on student self-determination. Exceptional Children, 78, 135–153.

    Article  PubMed  Google Scholar 

  • Woods, L. L., & Martin, J. E. (2004). Improving supervisor evaluations through the use of self-determination contracts. Career Development for Exceptional Individuals, 27, 207–220.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Michael L. Wehmeyer .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Wehmeyer, M.L., Shogren, K.A. (2017). Goal Setting and Attainment and Self-regulation. In: Shogren, K., Wehmeyer, M., Singh, N. (eds) Handbook of Positive Psychology in Intellectual and Developmental Disabilities. Springer Series on Child and Family Studies. Springer, Cham. https://doi.org/10.1007/978-3-319-59066-0_16

Download citation

Publish with us

Policies and ethics