Self-Determination Scale

What is the self-determination theory?

Self-determination theory (SDT), developed by Ryan and Deci (2000), centers on satisfying three fundamental psychological needs: autonomy, competence, and relatedness. It posits that these needs are essential for fostering optimal motivation and well-being.

Unlike theories that primarily focus on the quantity of motivation (e.g., the intensity or frequency of goal pursuit), SDT emphasizes the quality of motivation. This qualitative distinction underscores the difference between autonomous motivation—driven by genuine interest or personal value—and controlled motivation, which is driven by external pressures or obligations.

By addressing these core needs, SDT offers a framework for understanding how to cultivate sustainable and self-determined behavior change. This makes it particularly relevant for healthcare professionals aiming to support patient adherence and long-term well-being.

What is the Self-Determination Scale?

The Arc's Self-Determination Scale is a comprehensive evaluation tool developed to assess self-determination among adolescents, particularly those with disabilities. Self-determination refers to an individual's ability to make choices, set goals, and take control of their life. This scale highlights four core characteristics essential to self-determination: autonomy, self-regulation, psychological empowerment, and self-realization.

By completing this assessment, students can gain valuable insights into their strengths and identify areas where additional support is needed. This process helps facilitate meaningful discussions about their abilities, aspirations, and challenges, promoting a greater sense of agency and empowerment.

Developed by Wehmeyer in 1995 Arc's Self-Determination Scale consists of 72 items grouped into four distinct domains (Wehmeyer, 1995):

• Self and family care: This domain evaluates a student's ability to manage daily living activities, such as personal care, household responsibilities, and routines necessary for independence.
• Management: This section assesses students' capacity to interact effectively with their environment. It includes tasks such as problem-solving, decision-making, and adapting to new or changing situations.
• Recreation activity: Focused on leisure and recreational involvement, this domain explores students' ability to identify, participate in, and benefit from enjoyable and meaningful activities outside structured settings.
• Social and vocational activities: This area examines the student’s engagement in social interactions and their aspirations and preparedness for vocational roles, including teamwork, communication, and goal setting related to career development.

How to use our Self-Determination Scale template

Carepatron's Self-Determination Scale template features the adolescent version of Arc's Self-Determination Scale for assessing self-determination in adolescents, particularly those with disabilities. Follow these steps to get started:

Step 1: Download the template

Click the "Use template" button to access the scale via the Carepatron app. For a PDF copy, choose "Download."

Step 2: Give the student a copy

Once you’ve accessed the Self-Determination Scale template, provide the student with a printed or digital copy. Ensure they are in a comfortable and quiet environment where they can complete the scale without distractions. If the student prefers a printed format, ensure the pages are organized for easy navigation.

Step 3: Explain the purpose and instructions

Before the student begins, take a moment to explain the purpose of the scale. Let them know it is designed to help identify their strengths and areas where they may need additional support regarding their autonomy, self-regulation, psychological empowerment, and self-realization.

Walk them through the instructions, emphasizing that they should answer honestly based on their experiences and abilities. Clarify that there are no right or wrong answers and that the goal is understanding their perspective.

Step 4: Allow time for completion

Give the student ample time to complete the scale. Encourage the student to take breaks if needed, especially if they find the process overwhelming. You can assist students requiring additional support by rephrasing questions or providing examples while ensuring their responses remain authentic.

Step 5: Calculate score

Once the student has completed the scale, use the scoring section in the template to tally their responses. Calculate scores for each domain and identify patterns that highlight the student’s strengths and potential areas for growth.

Scoring

The scoring process for the Arc Self-Determination Scale provides valuable insights into overall self-determination and specific areas of strength and growth. Here's how to calculate and interpret the scores:

Once the student completes the 72-item scale, raw scores are calculated based on their responses. Each item corresponds to specific behaviors or beliefs associated with self-determination, offering a foundational measure of their abilities.

In addition to the total self-determination score, the scale provides scores for four key subdomains:

• Autonomy: Measures the student's ability to make independent decisions and act on them.
• Self-regulation: Assesses their ability to plan, problem-solve, and manage tasks effectively.
• Psychological empowerment: Evaluates their sense of control, confidence, and belief in their ability to influence outcomes.
• Self-realization: Reflects their awareness of their strengths, limitations, and personal identity.

These subdomain scores offer a more nuanced understanding of the student’s self-determination profile.

Raw scores are converted into norm-referenced percentile scores, allowing for comparison against a normative sample. This step contextualizes the student’s results, helping to determine how their self-determination skills compare to peers in similar age or ability groups.

For a detailed guide on scoring the scale, please download our template.

Next steps after using the scale

After completing the Arc Self-Determination Scale and calculating the scores, you can do the following steps to maximize the insights gained from the assessment:

Compare results to normative data

Once the raw scores are converted into percentile scores, compare the student's performance against the normative sample. This step helps to understand the student's abilities in context and provides a clearer picture of their standing relative to their peers. If the student's scores are below average, this may highlight specific areas that need attention.

Identify targeted areas for intervention

Based on the total and subdomain scores analysis, pinpoint the areas where the student may need extra support or interventions. For example, if students have low self-regulation scores, they may benefit from strategies for improving time management or problem-solving skills. Focused interventions can be designed to target these areas.

Set specific goals for improvement

Use the results from the scale to set personalized, achievable goals for improving self-determination. These goals should be aligned with the student's unique profile, considering their strengths and areas for development. This could involve developing strategies to enhance their autonomy or increasing their sense of psychological empowerment.

Monitor progress over time

After implementing targeted interventions, monitoring the student's progress over time is crucial. Reassessing their self-determination skills periodically using the scale can help track improvements and adjust the interventions if necessary. Regular feedback and reflection can help students recognize their progress and stay motivated.

References

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Wehmeyer, M. L., & Metzler, C. A. (1995). How self-determined are people with mental retardation? The National Consumer Survey. Mental Retardation, 33(2), 111–119