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Self-determination and success outco...

Jameson, Deborah Russo.

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Self-determination and success outcomes of two-year college students with disabilities: An integration of quantitative and qualitative approaches.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Self-determination and success outcomes of two-year college students with disabilities: An integration of quantitative and qualitative approaches./
作者:	Jameson, Deborah Russo.
面頁冊數:	269 p.
附註:	Directors: Barbara Krysiak; Todd DeMitchell.
Contained By:	Dissertation Abstracts International63-03A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3045329
ISBN:	0493591532

Self-determination and success outcomes of two-year college students with disabilities: An integration of quantitative and qualitative approaches.
Jameson, Deborah Russo.

Self-determination and success outcomes of two-year college students with disabilities: An integration of quantitative and qualitative approaches. - 269 p.

Directors: Barbara Krysiak; Todd DeMitchell.

Thesis (Ph.D.)--University of New Hampshire, 2002.

Recommendations for practitioners and future research that reflect the depth and breadth of knowledge gained from this two-phase design are included in the last chapter.

ISBN: 0493591532Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Self-determination and success outcomes of two-year college students with disabilities: An integration of quantitative and qualitative approaches.
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245 1 0 $a Self-determination and success outcomes of two-year college students with disabilities: An integration of quantitative and qualitative approaches.
300 $a 269 p.
500 $a Directors: Barbara Krysiak; Todd DeMitchell.
500 $a Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0838.
502 $a Thesis (Ph.D.)--University of New Hampshire, 2002.
520 $a Recommendations for practitioners and future research that reflect the depth and breadth of knowledge gained from this two-phase design are included in the last chapter.
520 $a Two recent movements have occurred in the name of equality of opportunity in a democratic America: the Disabilities Movement in higher education where increasing numbers of students with disabilities are enrolling in college; and the Self-Determination Movement (Wehmeyer, 2000; Ward & Meyer, Fall, 99) as it relates to transition initiatives and positive adult outcomes for individuals with disabilities. To date, the Self-Determination Movement has made few in-roads into higher education, and a relationship between the success of college students with disabilities and self-determination remains largely untested.
520 $a The purpose of this study was to investigate a possible relationship between post-secondary success outcomes and self-determination. Data were collected from students who enrolled in an open access two-year college. A two-phase quantitative/qualitative design attempted to answer: (1) What is the relationship between the success outcomes of college students with disabilities and self-determination? (2) How do students with higher and lesser degrees of self-determination understand and describe the outcomes of their post-secondary experience?
520 $a In the quantitative phase, the <italic>ARC Self-Determination Scale</italic> (Wehmeyer, 1995), and <italic>Demographic and Outcomes Survey</italic> (researcher developed) were administered to willing participants who disclosed a disability between Spring, 1993–Fall, 2000. The data revealed that students with positive success outcomes (retention, GPA, and employment, if not enrolled) had higher degrees of self-determination than those with less positive outcomes.
520 $a In the qualitative phase, follow-up interviews were conducted with four willing participants selected from the quantitative phase. Profiles were crafted and analyzed within the construct of Wehmeyer's framework of self-determination. Analysis revealed that the two students who described more positive post-secondary outcomes also detailed highly self-determined behavior. Conversely, the two students who described negative post-secondary outcomes, described relatively low self-determined behavior.
520 $a Integrated data analysis showed complementarity of results (Greene, Caracelli & Graham, 1989); the interview participants who had higher self-determination scores on the <italic>Arc Scale</italic> described highly self-determining behaviors, and the two students with low self-determination scores described low self-determining behavior within Wehmeyer's framework.
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