Mary E. MorningstarBruce B. FreyPatricia M. NoonanJennifer NgBeth Clavenna-DeanePerry GravesRyan KellemsZach McCallMary PearsonDiana Bjorkman WadeKendra Williams-Diehm2016-01-142016-03-302016-01-142016-03-302010-08-01Morningstar, M. E., Frey, B. B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., . . . Williams-Diehm, K. (2010). A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings. Career Development for Exceptional Individuals, 33(2), 80-94. doi: 10.1177/0885728809356568http://hdl.handle.net/11244/25152This study examined the relationship between high school transition preparation (school and family based) and self-determination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student’s high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.en-USfamily involvementself-determinationpostsecondary educationstudent-focused planningcorrelation researchResearch Article10.1177/0885728809356568false