Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students with Disabilities

Autor/inn/en	Petcu, Stefania D.; Van Horn, M. Lee; Shogren, Karrie A.
Titel	Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 4, S.225-234 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143416670135
Schlagwörter	Self Determination; Personal Autonomy; Student Empowerment; Self Actualization; Predictor Variables; Enrollment Rate; Postsecondary Education; Disabilities; Data Analysis; Longitudinal Studies; Special Education; Transitional Programs; Academic Achievement; Gender Differences; Rural Schools; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Selbstbestimmung; Individuelle Autonomie; Studienberechtigung; Self actualisation; Selbstverwirklichung; Prädiktor; Post-secondary education; Tertiäre Bildung; Handicap; Behinderung; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Geschlechterkonflikt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	This study conducted a secondary analysis using data from the "National Longitudinal Transition Study-2" (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students' enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students' completion of a postsecondary education program. Implications of the findings for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01