Background: Research and theoretical models of self-determination and self-concept claim that microsystem ecological factors have an influence and manifest a predictive role in the relationship between self-concept and self-determination. Knowing the mechanisms through which personal and contextual factors influence or predict the self-determined behavior of students with disabilities, they will become benchmarks in the development of educational and therapeutic intervention programs that aim to promote and enhance the actions and skills associated with self-determination. Methods: The purpose of this study was to examine the degree to which several personal and family factors affect and explain the relationship between students' self-concept and self-determination actions, attitudes, and skills. The adapted ARC's Self-Determination Scale for Romanian adolescents and Five-Factor Self-Concept questionnaire were administrated to 304 students with learning disabilities, and mild and moderate intellectual disabilities, aged between 12 and 19 years (M = 14.93; SD = 1.42). Individual and family factors were treated as predictor variables for analytic purposes. Results: The disability label significantly predicts behaviors associated with self-realization, gender has a moderator role in the relationship between self-concept and psychological empowerment, and the family socio-economic factor predicts the self-determined abilities related to self-realization. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed. Future research is needed to investigate the moderating role of disability labels in relation to the self-concept regarding the mechanisms of autonomy and psychological empowerment.