Psychometric Properties of Self-Determination Inventory: Student Report Among Chinese Students With and Without Intellectual and Developmental Disabilities.
The Chinese SDI:SR is a valid one-factor tool showing equal average self-determination in students with and without IDD, but wider variability in the IDD group.
01Research in Context
What this study did
Xu et al. (2022) translated the Self-Determination Inventory: Student Report into Chinese.
They gave the scale to students with and without intellectual or developmental disabilities.
The goal was to see if the Chinese version still measured one clear self-determination factor.
What they found
A single-factor model fit the data best. The scale worked the same way for both groups.
Average scores were equal, but students with IDD showed a wider spread of scores.
How this fits with other research
Söğüt (2026) ran a similar check in Turkey and also found the scale held up.
Wong et al. (2005) linked higher self-determination to better quality of life in adults, so a valid student scale matters early.
Heinicke et al. (2012) warned that self-management work has slowed; having a solid Chinese tool may restart momentum.
Why it matters
You now have a free, one-page student scale that works in Chinese classrooms. Use it to screen self-determination strengths and gaps in kids with and without IDD. Wider score spread in IDD means some need intense support while others are ready for leadership roles. Pair results with self-management goals to keep the field moving.
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02At a glance
03Original abstract
This study explores the psychometric properties of Self-Determination Inventory: Student Report (SDI:SR) in students with intellectual and developmental disabilities (IDD) and without disabilities in China. The paper-and-pencil version of SDI:SR Chinese Translation (SDI:SR Chinese) was used to explore self-determination across students with IDD (n = 245) and students without disabilities (n = 315) from 16 schools across six cities in China. We examined the factor structure of the measure, conducted analysis of measurement invariance, and compared the latent means across students with IDD and without disabilities. Findings suggest that the data fit a one-factor model better than a three-factor model. We found greater variability in self-determination among students with IDD than students without disabilities. However, the two groups did not differ in latent means.
Intellectual and developmental disabilities, 2022 · doi:10.1352/1934-9556-60.1.41