Social support and academic success for college students with disabilities: Do relationship types matter?
BACKGROUND: College students with disabilities continue to experience difficulties adjusting to the academic and social demands of university life despite an increase in recognition by postsecondary institutions. OBJECTIVE: Social support for college students with disabilities is the focus of this s...
| Publicado en: | Journal of Vocational Rehabilitation Vol. 44; no. 1; pp. 1 - 14 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2016
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=112202468&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 112202468 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2016 vid: 44 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 112202468 112202468 112202468 10.3233/JVR-150776 112202468 ppf: 1 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Social support and academic success for college students with disabilities: Do relationship types matter? aug: au: Lombardi, Allison Murray, Christopher Kowitt, Jennifer affil: University of Connecticut, Storrs, CT, USA sug: subj: Students, College Students with Disabilities Support, Psychosocial Human Interpersonal Relations Peer Group Female Male Surveys Questionnaires Linear Regression Multivariate Analysis of Variance Outcomes Research Academic Achievement Female Male ab: BACKGROUND: College students with disabilities continue to experience difficulties adjusting to the academic and social demands of university life despite an increase in recognition by postsecondary institutions. OBJECTIVE: Social support for college students with disabilities is the focus of this study. METHODS: Relationship types - specifically parent, peer, and partner supports - were examined in order to clarify their impact on the academic success of college students with disabilities at a four-year university (n = 200). RESULTS:Anexamination of main and moderating effects showed relationship types have differential effects on academic success outcomes, specifically college grade point average and self-reported educational, practical, and social/emotional gains. For certain outcomes, parent, peer, and partner support buffered the negative effects of course efficacy and social support satisfaction. CONCLUSION: These findings suggest that certain relationship types can make meaningful differences in positively affecting college experiences of student with disabilities, and illustrate the importance of considering relationship types and quality of social support in future research on social networks. Implications for disability services providers and secondary transition educators are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|