Full metadata
Title
Social-emotional predictors of postsecondary enrollment for students with disabilities
Description
The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD.
Date Created
2011
Contributors
- Kaprolet, Charles M (Author)
- Sullivan, Amanda L (Thesis advisor)
- Caterino, Linda C (Committee member)
- Yu, Chong Ho (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Educational Psychology
- Special Education
- General Education
- classification trees
- Educational Psychology
- NLTS2
- Postsecondary Education
- social-emotional
- Students with disabilities
- Social Skills
- Emotional Intelligence
- Students with disabilities--Education--United States.
- Students with disabilities
- Postsecondary education--United States--Forecasting.
- Postsecondary Education
Resource Type
Extent
vii, 83 p. : col. ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.9282
Statement of Responsibility
Charles M. Kaprolet
Description Source
Viewed on June 6, 2012
Level of coding
full
Note
Partial requirement for: Ph. D., Arizona State University, 2011
Note type
thesis
Includes bibliographical references (p. 74-83)
Note type
bibliography
Field of study: Educational psychology
System Created
- 2011-08-12 04:49:19
System Modified
- 2021-08-30 01:52:18
- 3 years ago
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