Profiling Adjustment among Postsecondary Students with Disabilities: A Person-Centered Approach

Autor/inn/en	Murray, Christopher; Lombardi, Allison; Kosty, Derek
Titel	Profiling Adjustment among Postsecondary Students with Disabilities: A Person-Centered Approach
Quelle	In: Journal of Diversity in Higher Education, 7 (2014) 1, S.31-44 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0035777
Schlagwörter	Disabilities; College Students; Profiles; Student Adjustment; Self Concept; Success; Satisfaction; Student Attitudes; Grade Point Average; Statistical Analysis; Disproportionate Representation; Self Efficacy; Self Advocacy; Family Influence; Educational Environment; Study Habits; Student Personnel Services; Paying for College; High School Students; Multivariate Analysis; National Survey of Student Engagement; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Collegestudent; Charakterisierung; Profilanalyse; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstkonzept; Erfolg; Zufriedenheit; Schülerverhalten; Statistische Analyse; Self-efficacy; Selbstwirksamkeit; Selbstbehauptung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Study behavior; Study behaviour; Studienverhalten; Studienfinanzierung; High school; High schools; Oberschule; Multivariate Analyse
Abstract	The current investigation examines profiles of postsecondary adjustment among college students with disabilities. Students' self-perceptions of practical gains, personal gains, educational gains, their overall satisfaction with postsecondary school, and their college GPA were subjected to a latent profile analysis. Results indicated that students fell into 1 of 3 profiles (i.e., poorly adjusted, average adjusted, or highly adjusted) but were overrepresented in the poorly adjusted profile. Follow-up analyses conducted to explore skills and processes associated with adjustment status indicated that students in the poorly adjusted group had significantly lower self-efficacy, self-advocacy, family support, and perceptions of campus climate than did students in the average and highly adjusted groups. Adjustment profiles did not differ on several other theoretically relevant variables, including time spent studying, high school GPA, disability supports, and financial stress. The implications of these findings for secondary special education teachers, university disability support personnel, and postsecondary students with disabilities are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01