Il concetto di autodeterminazione in una prospettiva semplessa : possibili implicazioni per l'agire didattico dei docenti

The article aims at offering a possible transdisciplinary interpretation of the concept of self-determination, which can be considered a category in Special Pedagogy and which has interesting implications in relation to the cognitive selfregulating mechanisms underlying the teachers' actions. Starting from the meanings of the concept within the different research fields, the work proposes an analysis of self-determination within the Causal Agency Theory by highlighting its possible implications in the teaching-learning process. This, indeed, could be considered a cognitive possibility ruled by the principles and the properties of simplexity within an ecological-systemic view that links teaching action with students' academic achievement. [Publisher's Text].