Autonomy Supportive Classrooms and Wellbeing in College Students with Psychiatric Disabilities

Autor/inn/en	O'Shea, Amber; Salzer, Mark
Titel	Autonomy Supportive Classrooms and Wellbeing in College Students with Psychiatric Disabilities
Quelle	In: Journal of Postsecondary Education and Disability, 33 (2020) 2, S.155-168 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	College Students; Mental Disorders; Students with Disabilities; Well Being; Classroom Environment; Personal Autonomy; Quality of Life; Predictor Variables; Stress Variables; Mental Health; Anxiety; Check Lists; Depression (Psychology); Symptoms (Individual Disorders); Hopkins Symptom Checklist + Suchen Sie Ihr Suchwort? Collegestudent; Mental illness; Geisteskrankheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Well-being; Wellness; Wohlbefinden; Klassenklima; Unterrichtsklima; Individuelle Autonomie; Lebensqualität; Prädiktor; Psychohygiene; Angst; Checkliste; Psychiatrische Symptomatik
Abstract	Research has shown that students' experiences of autonomy within the classroom impact important outcomes related to student engagement, academic success, and wellbeing. Very little is known, however, about this relationship among students with psychiatric disabilities in postsecondary settings. Given the increasing number of students entering higher educational institutions with a psychiatric disability, and the increased risk this subpopulation of students has for experiencing issues related to health, wellbeing, and participation, research that further investigates the relationship between classroom experiences of autonomy and wellbeing among college students with psychiatric disabilities is warranted. The purpose of the current study was to examine the relationship between perceived support for autonomy in the college classroom and indicators of health and wellbeing among college students with psychiatric disabilities. Findings indicate that increases in perceived autonomy support in the classroom predicted higher levels of quality of life and recovery, and lower levels of distress from psychiatric symptoms. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01