PURPOSE/OBJECTIVE To examine mastery motivation and executive control as predictors of health self-management behaviors in adolescents and young adults with congenital neurodevelopmental conditions. RESEARCH METHOD/DESIGN Participants were two groups of adolescents and young adults, ages 13-29 years, with potential for independent living, including 49 with cerebral palsy and 39 with spina bifida myelomeningocele living with a parent/caregiver. Participants were administered measures of mastery motivation, executive control (executive functions and executive behaviors), and health self-management. RESULTS Group differences in mastery motivation and executive control were not significant. Self-reported health self-management was higher in the group with spina bifida myelomeningocele, but group differences in parent ratings of self-management were not significant. Mastery motivation and executive control explained significant portions of variance in aspects of health self-management. There was evidence that executive behaviors mediated the association between mastery motivation and specific self-management behaviors. CONCLUSIONS/IMPLICATIONS Results indicate that mastery motivation and executive control are significant predictors of health self-management in transition-age youth with congenital neurodevelopmental conditions. Findings highlight the importance of assessing and addressing motivational and executive needs in developing interventions to promote specific health self-management behaviors. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
Purpose/Objectives: An increasing number of studies have verified the application potential of artificial intelligence (AI) in advancing rights protection and social inclusion for persons with disabilities. This study maps AI applications in social support for persons with disabilities through the lens of participation, autonomy, and environmental fit and identifies structural patterns, evidence gaps, and implications for the field. Research Methods/Design: In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a systematic scoping review was conducted in PubMed and Web of Science to comprehensively evaluate the current research landscape within this emerging domain. Results: A total of 72 relevant studies were identified. AI applications spanned five key areas: "Mobility and Navigation Assistance" (n = 20, 41.7%), "Communication and Information Accessibility" (n = 14, 29.2%), "Smart Assistance for Daily Living" (n = 7, 14.6%), "Education and Vocational Empowerment" (n = 5, 8.3%), and "Mental Health Support and Social Inclusion" (n = 3, 6.3%). Domains addressing psychosocial participation were represented by very few studies, limiting the generalizability of findings. Critical challenges included ethical concerns regarding data privacy (58.3%), inadequate training datasets (25.0%), high implementation costs (25.0%), algorithmic biases (20.8%), and limited real-world evidence of benefits (20.8%). Conclusion/Implications: The review reveals a structural imbalance favoring functional over psychosocial support, a predominantly medical-model orientation in AI development, and systematic underrepresentation of persons with intellectual and psychosocial disabilities. These findings underscore the need for psychosocial applications, social-model approaches, real-world validation, and inclusive codesign.
Objective: Disability identity has been widely examined among individuals with disabilities. Yet, relatively little is known about whether heterogeneous disability identity profiles exist among university students with disabilities from a quantitative perspective to understand the varied academic, social, and institutional experiences of students with disabilities in higher education. So far, limited research has examined how such heterogeneity relates to key psychosocial experiences in higher education, including university-related self-efficacy and sense of belonging. Therefore, this study aimed to identify heterogeneous profiles of disability identity using the well-validated Disability Identity Development Scale (DIDS) and to examine associations between these profiles and university-related self-efficacy and sense of belonging. Method: Latent profile analyses and analyses of covariance were conducted using data from 211 university students with disabilities in the U.S. Results: Three disability identity profiles identified were characterized by higher anger and frustration alongside moderate engagement with the disability community (Class 1), lower engagement with the disability community (Class 2), and consistently higher levels of disability identity across domains (Class 3). Approximately 80% of participants belonged to Class 2 or Class 3. Higher disability identity was associated with greater social self-efficacy and stronger sense of belonging, particularly in terms of university affiliation and relationships with faculty and staff. Conclusions: The findings support a psychosocial and relational model of disability identity and the importance of recognizing heterogeneity in disability identity development among university students. The results have implications for researchers, educators, and institutions seeking to foster more inclusive, relationally responsive learning environments in higher education.
