. Author manuscript; available in PMC: 2014 Jul 24.

Published in final edited form as: Remedial Spec Educ. 2010 Dec 20;33(3):150–161. doi: 10.1177/0741932510392053

Table 6.

Standard Multiple Regression of Personal, Experiential/Instructional, Dispositional, and Knowledge Variables on Student’s Transition Planning Knowledge

Predictors	Zero-Order Correlation between each predictors and DV (p)	B	β	sr² (unique)
Age	−.105^* (.087)	−.595	−.036	.001
Gender	.067 (.194)	1.262	.040	.001
Approximate IQ group	.401^*** (.000)	7.575^***	.337	.093
Self-Efficacy	.370^*** (.000)	.302	.135	.006
Outcome-Expectancy	.349^*** (.000)	.362	.159	.010
# Completed WF chapter	.227^*** (.002)	.921^**	.134	.016
RR Intervention	−.199^*** (.005)	−.115	−.004	.00002
AIR SD	.162^** (.018)	−.053	−.065	.002
ARC’s SD	.348^*** (.000)	.105^*	.150	.013
R² = .32^a
Adjusted R² = .28
R = .57^***

Note. Dependent Variable: the Arc’s Self-Determination Scale score; RR: Rocket Reader; WF: Whose Future Is It Anyway?; Gender: 1- Male, 2 - Female; RR intervention: 1- No, 2 – Yes.

p <.10,

^**

p<.05,

^***

p<.01

Unique variability = .07; shared variability = .25.