Exploring Expressions of Possible Selves with High School and College Students with Learning Disabilities

Autor/inn/en	James, Morgan Branch; Williams, Sarah Carver; Hock, Michael F.; Inlow, Jamie S.; Moore, Dominic A.; Jones, J. Tanner
Titel	Exploring Expressions of Possible Selves with High School and College Students with Learning Disabilities
Quelle	In: International Journal of Educational Psychology, 11 (2022) 2, S.207-236 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hock, Michael F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	High School Students; College Students; Students with Disabilities; Learning Disabilities; Student Attitudes; Aspiration; Student Interests; Self Concept; Gender Differences; Work Ethic; Academic Degrees; Academic Aspiration; Income; Grade Point Average; Occupational Aspiration; Student Adjustment; Individual Characteristics; Goal Orientation; North Carolina + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Disability; Disabilities; Behinderung; Learning handicap; Lernbehinderung; Schülerverhalten; Streben; Studieninteresse; Selbstkonzept; Geschlechterkonflikt; Arbeitsethos; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Einkommen; Berufsneigung; Berufsziel; Adjustment; Adaptation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Zielorientierung; Zielvorstellung
Abstract	In this article, we explore a program designed to engage high school and college students with learning disabilities (LD) in conversations about their hopes, expectations, and fears for the future. We explore the mindset of students by focusing on their self-identified passions for life and sense of strengths and limitations. We found that males and females differed in goals related to "Academics," "Work Ethic," "Degree Specific Statements," and "Money and Finances." For example, females emphasized "Academic Goals" more frequently than males and focused on topics such as GPA and work ethic in school. However, males made more "Degree Specific Statements" than females, more often emphasizing the desire to be financially stable or have a career with a large income. These differences suggest that college transition staff may want to focus on goals identified by male and female students with LD as a way to be more responsive to student self-identified goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01