Adjustment to college with regard to some characteristics of students with disabilities
Апстракт
It is indisputable that higher education plays an important role in the professional and personal development of people with disabilities and their social inclusion. Although the rate of students with disabilities is rising, their academic success is lower compared to students without disabilities. It depends on a number of demographic characteristics, as well as those associated with disabilities. The aim of this study was to explore the students with disabilities' adjustment to higher education and its predictors: age and gender of students with disabilities, mothers' academic education, social status, the degree of independence in everyday life, experience of disability and family support during the study. The convenience sample of 64 students with disabilities from the two largest universities in Croatia and two in Serbia was included The Student Adaptation to College Questionnaire (SACQ) was used, and good psychometric characteristics were confirmed on this sample. Students with d...isabilities are academically and socially adapted to the study similarly to their peers without disabilities, and they show lower levels of emotional adaptation, particularly female students. Hierarchical regression analysis showed that the lower chronological age of students with disabilities and mothers' non-academic education predict better academic adaptation. The variables associated with the specific implications of disability on studying do not explain the academic, but emotional and social adaptation. On the top of higher social status of the families, students who see disability as an obstacle to studying are better emotionally and socially adapted If they believe that family support is essential during their study, they will demonstrate a weaker emotional and better social adaptation to college. In conclusion, due to the requirements and constraints associated with disabilities affecting the lower level of emotional adaptation, psychosocial support in higher education should be focused on strengthening the emotional capacity of students with disabilities.
Кључне речи:
higher education / students with disabilities / adjustment to the study / inclusionИзвор:
Revija za socijalnu politiku, 2017, 24, 1, 73-92Издавач:
- Sveucliste Zagrebu, Pravni Fakulted-Univ Zagreb, Fac Law, Zagreb
DOI: 10.3935/rsp.v24i1.1342
ISSN: 1330-2965
WoS: 000398332500004
Scopus: 2-s2.0-85016409608
Институција/група
rFASPERTY - JOUR AU - Bošković, Sandra AU - Ilić-Stošović, Danijela AU - Skocic-Mihić, Sanja PY - 2017 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1046 AB - It is indisputable that higher education plays an important role in the professional and personal development of people with disabilities and their social inclusion. Although the rate of students with disabilities is rising, their academic success is lower compared to students without disabilities. It depends on a number of demographic characteristics, as well as those associated with disabilities. The aim of this study was to explore the students with disabilities' adjustment to higher education and its predictors: age and gender of students with disabilities, mothers' academic education, social status, the degree of independence in everyday life, experience of disability and family support during the study. The convenience sample of 64 students with disabilities from the two largest universities in Croatia and two in Serbia was included The Student Adaptation to College Questionnaire (SACQ) was used, and good psychometric characteristics were confirmed on this sample. Students with disabilities are academically and socially adapted to the study similarly to their peers without disabilities, and they show lower levels of emotional adaptation, particularly female students. Hierarchical regression analysis showed that the lower chronological age of students with disabilities and mothers' non-academic education predict better academic adaptation. The variables associated with the specific implications of disability on studying do not explain the academic, but emotional and social adaptation. On the top of higher social status of the families, students who see disability as an obstacle to studying are better emotionally and socially adapted If they believe that family support is essential during their study, they will demonstrate a weaker emotional and better social adaptation to college. In conclusion, due to the requirements and constraints associated with disabilities affecting the lower level of emotional adaptation, psychosocial support in higher education should be focused on strengthening the emotional capacity of students with disabilities. PB - Sveucliste Zagrebu, Pravni Fakulted-Univ Zagreb, Fac Law, Zagreb T2 - Revija za socijalnu politiku T1 - Adjustment to college with regard to some characteristics of students with disabilities EP - 92 IS - 1 SP - 73 VL - 24 DO - 10.3935/rsp.v24i1.1342 ER -
@article{ author = "Bošković, Sandra and Ilić-Stošović, Danijela and Skocic-Mihić, Sanja", year = "2017", abstract = "It is indisputable that higher education plays an important role in the professional and personal development of people with disabilities and their social inclusion. Although the rate of students with disabilities is rising, their academic success is lower compared to students without disabilities. It depends on a number of demographic characteristics, as well as those associated with disabilities. The aim of this study was to explore the students with disabilities' adjustment to higher education and its predictors: age and gender of students with disabilities, mothers' academic education, social status, the degree of independence in everyday life, experience of disability and family support during the study. The convenience sample of 64 students with disabilities from the two largest universities in Croatia and two in Serbia was included The Student Adaptation to College Questionnaire (SACQ) was used, and good psychometric characteristics were confirmed on this sample. Students with disabilities are academically and socially adapted to the study similarly to their peers without disabilities, and they show lower levels of emotional adaptation, particularly female students. Hierarchical regression analysis showed that the lower chronological age of students with disabilities and mothers' non-academic education predict better academic adaptation. The variables associated with the specific implications of disability on studying do not explain the academic, but emotional and social adaptation. On the top of higher social status of the families, students who see disability as an obstacle to studying are better emotionally and socially adapted If they believe that family support is essential during their study, they will demonstrate a weaker emotional and better social adaptation to college. In conclusion, due to the requirements and constraints associated with disabilities affecting the lower level of emotional adaptation, psychosocial support in higher education should be focused on strengthening the emotional capacity of students with disabilities.", publisher = "Sveucliste Zagrebu, Pravni Fakulted-Univ Zagreb, Fac Law, Zagreb", journal = "Revija za socijalnu politiku", title = "Adjustment to college with regard to some characteristics of students with disabilities", pages = "92-73", number = "1", volume = "24", doi = "10.3935/rsp.v24i1.1342" }
Bošković, S., Ilić-Stošović, D.,& Skocic-Mihić, S.. (2017). Adjustment to college with regard to some characteristics of students with disabilities. in Revija za socijalnu politiku Sveucliste Zagrebu, Pravni Fakulted-Univ Zagreb, Fac Law, Zagreb., 24(1), 73-92. https://doi.org/10.3935/rsp.v24i1.1342
Bošković S, Ilić-Stošović D, Skocic-Mihić S. Adjustment to college with regard to some characteristics of students with disabilities. in Revija za socijalnu politiku. 2017;24(1):73-92. doi:10.3935/rsp.v24i1.1342 .
Bošković, Sandra, Ilić-Stošović, Danijela, Skocic-Mihić, Sanja, "Adjustment to college with regard to some characteristics of students with disabilities" in Revija za socijalnu politiku, 24, no. 1 (2017):73-92, https://doi.org/10.3935/rsp.v24i1.1342 . .