An Exploratory Study on the Self-Determination of KU Students with Disabilities

Autor/in	Shoemaker, Andrew
Titel	An Exploratory Study on the Self-Determination of KU Students with Disabilities
Quelle	(2023), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0620-3
Schlagwörter	Hochschulschrift; Dissertation; Students with Disabilities; Self Determination; Undergraduate Students; Academic Support Services; Accessibility (for Disabled); Academic Persistence; Student Characteristics; White Students; Minority Group Students; First Generation College Students; Eligibility; Scores; Age; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstbestimmung; Accessibility; Zugänglichkeit; Eignung; Alter; Lebensalter
Abstract	Research indicates that being skilled in self-determination may contribute to academic success for college students with disabilities. However, few studies investigate the self-determination levels of disabled students upon registration with the disability services office to inform practice. This quantitative research study analyzes the self-determination levels of 114 undergraduate students with disabilities who completed an in-person intake appointment with the Student Access Center at the University of Kansas. Using the Self-Determination Inventory Adult Report (SDI-AR), a new measure of self-determination based on the latest framework of self-determination, Causal Agency Theory, this study investigates the differences in self-determination based on the demographic characteristics of students, including gender, race/ethnicity, first-generation, Pell-grant eligibility, and disability. This study also explores the relationship between self-determination and student persistence between the 2021 and 2022 academic years. Using the principal scores on the SDI-AR (Overall, Decide, Act, and Believe), the results of this study indicate that while KU students with disabilities have relatively high self-determination, 20% of the sample attained at least one subscore in the bottom quartile. Furthermore, White students with disabilities have significantly higher levels of self-determination than students of Color on all SDI-AR scores. Additionally, results indicate significant differences within the Believe score across other demographic characteristics. For example, students with disabilities who are first-generation college students and Pell Grant eligible have significantly lower self-determination than non-first-generation or Pell Grant-eligible students on the Believe subscore. This difference in the Believe score was also seen in student age and disability. Finally, the results indicate no significant association between self-determination scores and persistence in the academic year 2021-2022 based on students' academic level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01