How Well Does the Theory of Planned Behavior Predict Graduation among College and University Students with Disabilities?

Autor/inn/en	Fichten, Catherine S.; Nguyen, Mai Nhu; Amsel, Rhonda; Jorgensen, Shirley; Budd, Jillian; Jorgensen, Mary; Asuncion, Jennison; Barile, Maria
Titel	How Well Does the Theory of Planned Behavior Predict Graduation among College and University Students with Disabilities?
Quelle	In: Social Psychology of Education: An International Journal, 17 (2014) 4, S.657-685 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-014-9272-8
Schlagwörter	Behavior Theories; College Students; Behavior Patterns; Path Analysis; Academic Persistence; Measures (Individuals); Disabilities; Dropouts; Predictor Variables; Graduation; Academic Achievement; Self Efficacy; Personality; Educational Experience; Correlation; Economic Factors; Health; Academic Accommodations (Disabilities); Student Interests; Student Motivation; Questionnaires; Self Control; Intention + Suchen Sie Ihr Suchwort? Collegestudent; Pfadanalyse; Messdaten; Handicap; Behinderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Prädiktor; Abschluss; Graduierung; Schulleistung; Self-efficacy; Selbstwirksamkeit; Personalität; Bildungserfahrung; Korrelation; Ökonomischer Faktor; Gesundheit; Studieninteresse; Schulische Motivation; Fragebogen; Selbstbeherrschung
Abstract	The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (n = 133) and premature leavers (n = 39). Results show that the best predictors of academic persistence and drop-out are the three Theory of Planned Behavior scales. These predicted 25% of the variance in intention to graduate and correctly classified 83% of participants who were no longer in school (86% of graduates and 74% of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the "Appendix". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10