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ERIC Number: EJ1046949
Record Type: Journal
Publication Date: 2014-Dec
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1381-2890
How Well Does the Theory of Planned Behavior Predict Graduation among College and University Students with Disabilities?
Fichten, Catherine S.; Nguyen, Mai Nhu; Amsel, Rhonda; Jorgensen, Shirley; Budd, Jillian; Jorgensen, Mary; Asuncion, Jennison; Barile, Maria
Social Psychology of Education: An International Journal, v17 n4 p657-685 Dec 2014
The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (n = 133) and premature leavers (n = 39). Results show that the best predictors of academic persistence and drop-out are the three Theory of Planned Behavior scales. These predicted 25% of the variance in intention to graduate and correctly classified 83% of participants who were no longer in school (86% of graduates and 74% of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the "Appendix".
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A