Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities.
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| Title: | Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities. |
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| Authors: | Zeng, Wen, Ju, Song, Hord, Casey |
| Source: | Learning Disability Quarterly. Aug2023, Vol. 46 Issue 3, p180-190. 11p. |
| Subjects: | College students, Self advocacy, Ethics, Social support, Self-perception, Motivation (Psychology), Transitional programs (Education), Interviewing, Parenting, Qualitative research, Academic achievement, Autonomy (Psychology), Learning disabilities, Decision making, Research funding, Student attitudes, Goal (Psychology) |
| Abstract: | This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students' transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students' participation in secondary transition, self-determination behaviors, and parental influences on students' self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students' academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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