HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Merve Bulut, Yaren Bulbul
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引用次数: 0

Abstract

Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.
学业自我效能感和社会人口特征对高等教育中残疾学生的满意度和辍学率的分层影响
尽管在大流行病期间,接受正规高等教育的残疾学生在家庭环境中接受远程教育似乎既舒适又经济,但他们的学业自我效能感、满意度和辍学倾向都有所不足。本定量研究基于量表的开发和分层回归分析,以确定高等教育中除物理无障碍之外的残疾学生学业自我效能感、满意度和辍学倾向的资源。分析了学业自我效能感子维度对满意度和辍学倾向的分层影响,以及社会人口特征(性别、个人残疾率、残疾类型和四个学习领域)的分层预测作用。其中一些重要发现是:训练自我效能感、情感幸福感、技术和沟通被确定为学业自我效能感的子维度。情感幸福自我效能感是学业自我效能感中对满意度最有效的子维度。从层次上看,学习领域(社会科学和健康科学)、残疾率和残疾类型(慢性病和听力残疾)对学业自我效能感有效。研究结果有助于决策者考虑教育领域、残疾类型、(个人)残疾率和性别的差异,从而提高更具包容性高等教育的质量。
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来源期刊
Turkish Online Journal of Distance Education
Turkish Online Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
0.00%
发文量
41
审稿时长
8 weeks
期刊介绍: The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.
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