Pathways to Post-Secondary Success: Applying Situated Expectancy-Value Theory to the Experiences of Students with Disabilities and Their Peers
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| Title: | Pathways to Post-Secondary Success: Applying Situated Expectancy-Value Theory to the Experiences of Students with Disabilities and Their Peers |
|---|---|
| Language: | English |
| Authors: | Lauren Goegan, Stephanie Young, Justin Bouchard, Ali Wood-Warren |
| Source: | Canadian Journal of Higher Education. 2025 55(4):1-18. |
| Availability: | Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Postsecondary Education, Students with Disabilities, Student Needs, Success, Expectation, Value Judgment, Costs, Transitional Programs, Emotional Response, Knowledge Level, Grade Point Average, Student Satisfaction, Foreign Countries, Undergraduate Students |
| Geographic Terms: | Canada |
| ISSN: | 0316-1218 |
| Abstract: | The number of Canadians beginning post-secondary education (PSE) each fall continues to grow. One group in particular that is seeing an increase in numbers is students with disabilities (e.g., learning disabilities, attention-deficit/hyperactivity disorder). The purpose of this study was to examine how students broadly, and students with disabilities specifically, can be supported in their PSE journey. Utilizing situated expectancy-value theory (SEVT) as our guiding theory, we examined how the components of expectancy, value, and cost, alongside the attendance of a transition program, supported various student outcomes (i.e., emotions, acquisition of knowledge and skills, GPA, and satisfaction). Our findings highlight the role of both psychosocial factors and institutional support in promoting successful student transitions to PSE. Limitations and future research directions are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493684 |
| Database: | ERIC |
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