Students at High Risk of Poor School-to-Work Outcomes: Mitigating Factors

Autor/inn/en	West, Michael; Sima, Adam; Wehman, Paul; Chan, Fong; Luecking, Richard
Titel	Students at High Risk of Poor School-to-Work Outcomes: Mitigating Factors
Quelle	In: Rehabilitation Research, Policy, and Education, 32 (2018) 2, S.78-88 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
Schlagwörter	At Risk Students; Disabilities; Longitudinal Studies; Special Education; Transitional Programs; Employment Level; Path Analysis; Regression (Statistics); Expectation; Parent Influence; Self Advocacy; Postsecondary Education; Training; Parent Attitudes; Intervention; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Beschäftigungsgrad; Pfadanalyse; Regression; Regressionsanalyse; Expectancy; Erwartung; Selbstbehauptung; Post-secondary education; Tertiäre Bildung; Ausbildung; Elternverhalten
Abstract	Objective: The specific aim of this study was to use data from the National Longitudinal Transition Study-2 (NLTS-2) to examine modifiable factors that were related to competitive employment acquisition for students who were at high risk of poor school-to-work outcomes. Design: Quantitative descriptive design using path analysis. Participants: 580 students were identified as at risk of poor school-to-work outcomes through a prior study. Results: Logistic regression models indicate that the modifiable factors most closely related to employment were higher expectations for competitive employment on the part of the parents, higher levels of self-advocacy, and participation in some type of postsecondary education and training. Conclusion: Our findings indicated that postsecondary education and psychosocial interventions aimed at changing parental expectations and enhancing students' self-advocacy, self-efficacy should be considered for transition-age youth at risk of poor post-high school employment outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01