ERIC Number: EJ1049745
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Social Skills as a Predictor of Postsecondary Outcomes for Individuals Who Are Deaf
Cawthon, Stephanie W.; Caemmerer, Jacqueline M.; Dickson, Duncan M.; Ocuto, Oscar L.; Ge, Jinjin; Bond, Mark P.
Applied Developmental Science, v19 n1 p19-30 2015
Social skills function as a vehicle by which we negotiate important relationships and navigate the transition from childhood into the educational and professional experiences of early adulthood. Yet, for individuals who are deaf, access to these opportunities may vary depending on their preferred language modality, family language use, and educational contexts. Drawing upon available data in the National Longitudinal Transition Survey 2 (NLTS2) and controlling for demographic covariates, we examine the predictive role of social skills in high school on postsecondary education, employment, independent living, and self-beliefs. Parents' ratings of social skills in their children who are deaf (from the first wave, when students were in high school) strongly positively predicted graduation from postsecondary settings up to ten years later, but did not predict employment or independent living outcomes.
Descriptors: Predictor Variables, Prediction, Predictive Measurement, Predictive Validity, Interpersonal Competence, Postsecondary Education, Outcomes of Education, Deafness, High School Students, Employment Potential, Independent Living, Beliefs, Parent Attitudes, Longitudinal Studies, Developmental Studies Programs, Skill Development, Student Characteristics, Statistical Data, National Surveys, Program Validation, Data Analysis, Parent Surveys, Mail Surveys, Telephone Surveys, Student Surveys, Teacher Surveys
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A