自我决定是指在不受外界影响或干预的情况下为有关自己生活质量的事去做选择及做决定。过去十多年中，自我决定理念被广泛用于残障者的支持与服务中，尤其是在智力障碍者的特殊教育领域中，提升自我决定能力已经成为重要的教育目标。本研究在探讨自我决定的概念和理论结构的基础上，编制《智力障碍青少年自我决定评定量表》，并调查了北京地区9所培智学校162名11.67-17.08岁的智力障碍学生，对智力障碍青少年的自我决定发展水平及其影响因素进行了分析。此外，本研究还选取了109名智力正常青少年作为对照样本来与智力障碍青少年的自我决定进行对比。为探讨不同的教育安置方式对智力障碍青少年的自我决定水平的影响，本研究还从普通初中随班就读的学生中选取29名轻度智力障碍作为配对样本。本研究得出以下结论：（1）智力障碍青少年的自我决定水平明显低于普通青少年；（2）智力障碍青少年自我决定的性别差异、年龄差异均不显著；（3）依智力障碍程度从轻到重的程度差异，智力障碍青少年在自我决定全量表上的发展水平下降，且差异非常显著；（4）在智障青少年中，伴有其他障碍组与无其他障碍组在自我决定的分数上存在显著差异；（5）社会适应能力与智力障碍青少年的自我决定存在显著正相关；（6）不同的教育安置方式对智力障碍青少年自我决定能力有显著影响：特殊学校与普校随班就读的两组在自我决定水平上有显著差异，前者低于后者；（7）不同家庭教养方式的智力障碍青少年在自我决定水平上存在显著的组间差异；（8）智力障碍青少年的自我决定分别与智力障碍程度、是否存在其他障碍、家庭教养方式、适应能力等变量存在显著相关，与性别、年龄无显著相关；（9）智力障碍程度、是否存在其他障碍、家庭教养方式、适应能力变量能较好地预测智力障碍青少年自我决定能力的表现。

Self-determination refers to make choices and decisions regarding one’s quality of life free from undue external influence or interference. Over the past decade, the self-determination construct has become widely used in disability advocacy, supports, and services, particularly in the areas of special education and residential support and services for people with intellectual and developmental disabilities. Promoting self-determinantion has become an important goal of the educational programs of mental retardation. Based on discussing conception and theoretical construct of self-determination, the “Rating Scale of Self-determination for adolescents with intellectual disabilities” was constructed. The investigation included 162 adolescents with intellectual disabilities from 9 special schools for mentally retarded children in Beijing, from 11.67 to 17.08 years old. The status and influencing factors of self-determination for those adolescents were analyzed. Furthermore, 109 normal adolescents were selected to make a constrast of self-derminanton with mentally retarded ones. Similarly, a paired sample of 29 mild mentally retarded students from junior high school was choosed to discuss the impact of different educational placements.It is concluded that:(1) The self-determination for adolescents of intellectual disabilities is developed quite behind normal peers. (2) No significant gender or age differences are found in self-determination for adolescents of intellectual disabilities.(3) The deeper degree of mental retardation , the worse the self-determination skills. There are significant differences among three levels of mental retardation(mild, modrate, severe).(4) Significant differences are found between two groups of mental retardation: one is with other disabilities, the other is without.(5) A significant relationship is found between social adaption and self-determination.(6) Different educational placement has a great impact on self-determination for adolescents with intellectual disabilities. Significant differences are found between the ones in special schools and in normal schools whose developmental level is superior. (7) Different family parenting manners leads to siginificant differences in self-determination among four groups. (8) There is a significant relationship between measured self-determination and other variables respectively, such as degree of mental retardation, with/ without other disabilities, family parenting manners and social adaption. Self-determination has no significant relationship with sex and age.(9) The performance of self-dermination can be well predicted by four variables, including the level of mental retardation, with/ without other disabilities, family parenting manners and social adaption.