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Exploring Experiences and Academic Outcomes of First-Year University Students with and without Perceived Disabilities or Impairments.

The current study was conducted to understand better the university experiences and academic outcomes for students with and without self-reported disabilities or impairments. The project explored responses to an online questionnaire on early university experiences of first-year students (n = 1019) w...

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Published in:International Journal of Disability, Development & Education Vol. 69; no. 5; pp. 1678 - 1694
Main Authors: Murray, Amy, Sotardi, Valerie
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Sep2022
Online Access:View this record in EBSCOhost
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        1034912X
        54Q
      jtl: International Journal of Disability, Development & Education
      issn: 1034912X
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      dt: Sep2022
      vid: 69
      iid: 5
      pid: 377
      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        158427526
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        10.1080/1034912X.2020.1811842
        158427526
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        atl: Exploring Experiences and Academic Outcomes of First-Year University Students with and without Perceived Disabilities or Impairments.
      aug:
        au:
          Murray, Amy
          Sotardi, Valerie
        affil: University of Canterbury, Christchurch, New Zealand
      sug:
        subj:
          Academic Achievement
          Students, College
          Persons with Disabilities
          Human
          Questionnaires
          Cross Sectional Studies
          Student Attitudes
          Self-Efficacy
          Academic Performance
      ab: The current study was conducted to understand better the university experiences and academic outcomes for students with and without self-reported disabilities or impairments. The project explored responses to an online questionnaire on early university experiences of first-year students (n = 1019) within one New Zealand university. A cross-sectional design was used to explore patterns in academic self-perceptions, subjective well-being, and GPA between groups who categorised themselves as having or not having a disability, impairment, or long-term condition (yes or no) and those who were or were not registered with the institution's disability support service. Our results provide initial evidence that non-registered students with disabilities reported higher university-related anxieties and lower academic outcomes when compared to registered students with disabilities and students with no perceived disabilities. Well-being and academic self-efficacy did not significantly differ across the groups. The discussion section focuses on possible challenges that may arise for non-registered students with disabilities at university and possible future directions.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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