Journal of Academic Research in Education and Review
International Journal of Academic Research in Education and Review
Vol. 3(6), pp. 129-142. July, 2015.
Full Length Research
Psychosocial Adjustment to College among Lower Division Students with Disabilities
1Kristy McNulty, Ed.D, 2Hanoch Livneh, Ph.D and 3Cheryl L. Livneh, Ed.D
1, 2, 3 Portland State University, Portland
Corresponding author (Hanoch Livneh). Email address: firstname.lastname@example.org
Accepted 5 July 2015
explores the relationships among college stress, functional limitations,
engagement coping and perceived social support (PSS), and psychosocial
adjustment to disability among first-year and second-year undergraduate
students with disabilities (SWD) with emphasis on the potential direct
and moderating influence of coping and PSS on adjustment, using a
correlational (both bivariate and multiple regression analysis) research
design. The sample consisted of 103 undergraduate students with
physical, sensory, cognitive, and psychiatric disabilities. Results
indicated that college stress and functional limitations were negatively
and significantly associated with psychosocial adjustment to college,
while engagement coping and PSS were positively and significantly linked
to college adaptation. No support was found to the moderating role of
either engagement coping or PSS in buffering the relationships between
college stress or functional limitations and adjustment to college.
Cite This Article As: McNulty K, Livneh H, Livneh CL (2015). Psychosocial Adjustment to College among Lower Division Students with Disabilities. Inter. J. Acad. Res. Educ. Rev. 3(6): 129-142.