IJARER

 International Journal of Academic Research in Education and Review
 

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International Journal of Academic Research in Education and Review

Vol. 3(6), pp. 129-142. July, 2015.

ISSN: 2360-7866

DOI: 10.14662/IJARER2015.027

 

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: livnehh@pdx.edu

 

Accepted 5 July 2015

Abstract

 

This paper 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.

Key Words: psychosocial adjustment to college; students with disabilities; coping; perceived social support
 

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.

 

 

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