Abstract
Self‐determination, as a person dispositional characteristic, is indeed influenced by situational characteristics that shape actions across contexts. Research has also reported differences in self‐determination as a function of personal factors, but there is a need to integrate this knowledge in a general model aiming to analyse the impact of contextual variables in adolescents with and without disabilities. An integrative model of self‐determination and related contextual factors was tested through a structural equation modelling approach. Participants were adolescents that reported their perceptions on self‐determination dimensions and opportunities. Results indicated that educational and family contexts impacted self‐determination and provided further understanding on self‐determination dimensions’ entity and function. Relevant implications for self‐determination measure, comprehension and promotion derived from this study are discussed.