The concept of self-determination within a simplex perspective: possible implications for teachers’ action

Author/s Diana Carmela Di Gennaro, Paola Aiello, Iolanda Zollo, Maurizio Sibilio
Publishing Year 2017 Issue 2017/1 Language Italian
Pages 14 P. 96-109 File size 209 KB
DOI 10.3280/ERP2017-001007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The article aims at offering a possible transdisciplinary interpretation of the concept of self-determination, which can be considered a category in Special Pedagogy and which has interesting implications in relation to the cognitive selfregulating mechanisms underlying the teachers’ actions. Starting from the meanings of the concept within the different research fields, the work proposes an analysis of self-determination within the Causal Agency Theory by highlighting its possible implications in the teaching-learning process. This, indeed, could be considered a cognitive possibility ruled by the principles and the properties of simplexity within an ecological-systemic view that links teaching action with students’ academic achievement.

  1. Wehmeyer, M. L. (2004). Beyond self-determination: Causal agency theory. Journal of Developmental and Physical Disabilities, 16(4), pp. 337-359.
  2. Wehmeyer, M. L. & Field, S. L. (2007). Self-determination: Instructional and assessment strategies. New York: Corwin Press. Wehmeyer, M. L. & Mithaug, D. (in press). Self-determination, causal agency, and mental retardation. In H. Switzky, R. Schalock, & M. Wehmeyer (eds.), Current Perspectives on Individual Differences in Personality and Motivation in Persons with Mental Retardation and Other Developmental Disabilities, Vol. 1. San Diego, CA: Academic Press.
  3. Aiello, P. (2015). Traiettorie non lineari per una scuola inclusiva. In M. Sibilio & P. Aiello (a cura di), Formazione e ricerca per una didattica inclusiva. Milano: Franco Angeli, pp. 19-39.
  4. Aiello, P., Sharma, U. & Sibilio, M. (2016). La centralità delle percezioni del docente nell’agire didattico inclusivo: perché una formazione docente in chiave semplessa? Italian Journal of Educational Research, IX(16), pp. 17- 27.
  5. Wehmeyer, M.L. & Palmer, S.B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: the impact of selfdetermination. Education and Training in Developmental Disabilities, 38(2), pp. 131-144.
  6. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), pp. 64-70.
  7. Angyal, A. (1941). Foundations for a Science of Personality. Cambridge, MA: Harvard University Press.
  8. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman.
  9. Bandura, A. (2010). Autoefficacia: teoria e applicazioni. Trento: Erickson.
  10. Berthoz, A. (2011). La semplessità. Torino: Codice Edizioni.
  11. Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage.
  12. Cottini, L. (2016). L’autodeterminazione nelle persone con disabilità: Percorsi educativi per svilupparla. Trento: Erickson.
  13. Damiano, E. (2006). La nuova alleanza. Brescia: La Scuola.
  14. DeCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
  15. Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger & S. Hidi & A. Krapp (eds.). The Role of Interest in Learning and Development. Erlbaum, Hillsdale, NJ, pp. 43-70.
  16. Deci, E. L. & Ryan, R. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
  17. Gagné, M. & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational behavior, 26(4), pp. 331-362. LaChapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K.
  18. D., Schalock, R. & Walsh, P. N. (2005). The relationship between quality of life and self-determination: an international study. Journal of Intellectual Disability Research, 49(10), pp. 740-744.
  19. Le Boterf, G. (1994). De la compétence. Essai sur un attracteur étrange. Paris: Les Éditions d’organisation.
  20. Locke, J. (1690). An Essay on Human Understanding. Retrieved December 29, 2001 from --
  21. Mason, C., Field, S. & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70(4), pp. 441-451.
  22. Nota, L., Ferrari, L., Soresi, S. & Wehmeyer, M. (2007). Self-determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 51(11), pp. 850-865.
  23. Pavone, M. (2014). L’inclusione educativa. Milano: Mondadori.
  24. Pellerey, M. (2000). Il portafoglio formativo progressivo come nuovo strumento di valutazione delle competenze. Orientamenti pedagogici, 47(281), pp. 853-875.
  25. Pellerey, M. (2004). Natura, diagnosi e sviluppo della capacità di autodeterminazione e autoregolazione nell’apprendimento e nel trasferimento delle competenze, in AA.VV. Apprendimento di competenze strategiche. Milano: Franco Angeli, pp. 150-191.
  26. Perla, L. (2010). La didattica dell’implicito. Ciò che l’insegnante non sa. Brescia: La Scuola.
  27. Pinto Minerva, F. (2004). Resilienza. Una risorsa per contrastare deprivazione e disagio. Innovazione educativa, 7/8, 24-29.
  28. Reeve, J. (2002). Self-determination theory applied to educational settings. In Deci, E. L. & Ryan, R. M. (Ed). (2002). Handbook of self-determination research (pp. 183-203). Rochester, NY, US: University of Rochester Press.
  29. Rivoltella, P.C. (2014). La previsione. Neuroscienze, apprendimento, didattica. Brescia: La Scuola.
  30. Rossi, P.G. & Giaconi, C. (a cura di) (2016). Micro-progettazione: Pratiche a Confronto: PROPIT, EAS, Flipped Classroom. Milano: Franco Angeli.
  31. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of personality and social psychology, 57(5), 749-761.
  32. Sibilio, M. (2012a). Corpo e cognizione nella didattica. In P. C. Rivoltella, P.G. Rossi (a cura di). L’agire didattico. Manuale per l’insegnamento Brescia: La Scuola, pp. 329-347.
  33. Sibilio, M. (2012b). Semplessità didattiche. In Idem (a cura di), La complessità decifrabile. Lecce: Pensa Editore, pp. 37-38.
  34. Sibilio, M. (2014a). La Didattica Semplessa. Napoli: Liguori Editore.
  35. Sibilio, M. (2014b). La simplexité en didactique. In A. Berthoz & J.-L. Petit (eds.). Complexité-Simplexité. vol. 1, Paris: Collège de France, pp. 217-225.
  36. Sibilio, M. (2015). Simplex didactics: a non-linear trajectory for research in education. Revue de synthèse, tome 136, 6e série, 3-4, pp. 477-493.
  37. Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it important tochildren, youth and adults with disabilities? In D. J. Sands & M. L. Wehmeyer (eds.). Self-Determination Across the Life Span: Independence and Choice for People With Disabilities. Baltimore: Paul H. Brookes, pp. 15-34.
  38. Wehmeyer, M. L. (1999). A functional model of self-determination describing development and implementing instruction. Focus on autism and other developmental disabilities, 14(1), pp. 53-61.

Diana Carmela Di Gennaro, Paola Aiello, Iolanda Zollo, Maurizio Sibilio, Il concetto di autodeterminazione in una prospettiva semplessa: possibili implicazioni per l’agire didattico dei docenti in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2017, pp 96-109, DOI: 10.3280/ERP2017-001007