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首页> 外文学位 >Visibility of disability, attributional style, psychosocial adjustment to disability, and self-advocacy skill in relation to student adaptation to college.
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Visibility of disability, attributional style, psychosocial adjustment to disability, and self-advocacy skill in relation to student adaptation to college.

机译：残障人士的可见性，归因方式​​，对残障人士的社会心理适应以及与学生适应大学相关的自我倡导技能。

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摘要

The current study was an exploratory and descriptive study and examined the relationship between perceived visibility of disability, attributional style for positive events, attributional style for negative events, psychosocial adjustment to disability, perceived self-advocacy skill, and the multidimensional construct of student adaptation to college, which includes academic adjustment, social adjustment, personal/emotional adjustment, institutional attachment, and current semester grade point average (GPA) for college students with disabilities. Furthermore, this study investigated the differences between the attributional style for positive events, attributional style for negative events and student adaptation to college for students with disabilities as compared to students without disabilities.;The data used for analysis were obtained through an on-line survey administration of the following instruments: a demographic questionnaire containing questions asking participants to rate the perceived visibility of their disability and asking for current semester GPA, the Attributional Style Questionnaire (ASQ; Peterson, Semmel, von Baeyer, Abramson, Metalsky, & Seligman, 1982), the adjustment scale of the Reaction to Impairment and Disability Inventory (RIDI; Livneh & Antonak, 1990), a measure of perceived self-advocacy skill specifically developed by the researcher for the purposes of this study, and the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1989).;Results indicate clearly that when considering the differences between those participants with disabilities and those without disabilities, the non-disabled group scored significantly higher for social adjustment, personal/emotional adjustment, and institutional attachment. In terms of attributional style, the disability group scored higher indicating a more internal, stable, and global attributional style for both positive events and negative events.;Further analysis conducted using just the disability group data revealed many significant and practically important bivariate correlations between variables including self-advocacy skill, institutional attachment, personal/emotional adjustment, social adjustment, and overall student adaptation to college. Canonical correlation determined a significant interrelationship between the predictive domains (student characteristics) and the criterion domains (adjustment outcomes) which were explained by a single canonical pair. 16% of the adjustment outcome variance was explained by the student characteristic variables. This explanation was due to a relatively strong relationship between Positive Student Response and Positive Adjustment Outcomes (the single canonical pair).
机译：当前的研究是一项探索性和描述性研究，研究了感知到的残疾可见性，积极事件的归因方式，消极事件的归因方式，对残疾的心理社会适应，感知的自我倡导技能以及学生适应的多维结构之间的关系。大学，包括学业调整，社会调整，个人/情绪调整，机构依恋以及当前残疾学生的学期平均学分（GPA）。此外，本研究调查了残疾学生与非残疾学生相比，正面事件的归因方式，负面事件的归因方式和学生适应大学的差异。;用于分析的数据是通过在线调查获得的管理以下工具：人口统计问卷，其中包含一些问题，要求参与者评估他们对残疾的感知可见度并要求获得本学期的GPA，归因风格问卷（ASQ； Peterson，Semmel，von Baeyer，Abramson，Metalsky和Seligman，1982年），对残障和残疾反应量表的调整量表（RIDI; Livneh＆Antonak，1990），研究人员为研究目的专门开发的一种感知自我倡导技能的量度以及《学生适应大学问卷》 （SACQ; Baker＆Siryk，1989）。结果清楚地表明，在考虑差异时在残障人士与非残障人士之间的参考上，非残障人群在社会适应，个人/情感适应和机构依恋方面得分较高。就归因方式而言，残疾组得分较高，表明积极事件和消极事件均具有更内部，稳定和整体的归因风格。仅通过残疾组数据进行的进一步分析显示，变量之间存在许多重要且实际上很重要的双变量相关性包括自我倡导技巧，机构依恋，个人/情绪调整，社会调整以及学生对大学的整体适应。典范相关性确定了预测域（学生特征）和标准域（调整结果）之间的显着相互关系，这由单个规范对解释。学生特征变量解释了调整结果差异的16％。这种解释是由于“积极的学生反应”与“积极的调整结果”（单一规范对）之间的相对较强的关系。

著录项

  • 作者

    Adams, Katharine S.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Psychology Social.;Education Educational Psychology.;Education Special.;Education Social Sciences.;Psychology Clinical.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 205 p.
  • 总页数 205
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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