Factors That Contribute to College Success for Students with Learning Disabilities

Autor/inn/en	Showers, Anne H.; Kinsman, Jeremy W.
Titel	Factors That Contribute to College Success for Students with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 40 (2017) 2, S.81-90 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717690115
Schlagwörter	Learning Disabilities; College Students; Structural Equation Models; Success; College Preparation; Family Characteristics; Socioeconomic Status; Student Characteristics; Academic Achievement; Longitudinal Studies; Parent Aspiration; Grade Point Average; Predictor Variables; Expectation; Transitional Programs; High School Graduates; Error of Measurement; Educational Attainment; National Surveys; Grade 10; Grade 12 + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Collegestudent; Erfolg; Socio-economic status; Sozioökonomischer Status; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternwille; Prädiktor; Expectancy; Erwartung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Messfehler; Bildungsabschluss; Bildungsgut; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Using structural equation modeling, the study tested a theoretical model linking family background, student attributes, and college success. The sample consisted of 346 students with learning disabilities (LDs) who enrolled in college between 2004 and 2012. The data were taken from the public files of the Education Longitudinal Study: 2002. The results indicated that family background has a strong significant direct effect on the students' attributes, which then has a direct effect on college success. Students with LDs from higher socioeconomic status (SES) families, who have higher educational expectations, coupled with a strong academic background, have the best chance at succeeding in college. However, these factors only explain 13% of the variance, which calls into question what other variables may also be important predictors of college success for these students. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01