Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-12-09 DOI:10.1177/07419325241302408

Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez

引用次数: 0

Abstract

High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.

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寄养青少年的高中毕业率低得不成比例。本研究的目的是考察残疾和非残疾寄养青少年的自我调节与高中毕业轨迹之间的关系。在本研究的 37 名青少年中，约有 54% 能按时完成高中学业，但残疾青少年按时完成高中学业的可能性明显较低。重要的是，自我调节能力越强，所有寄养青少年（无论是否残疾）按时毕业的可能性就越大。本文讨论了为青少年提供校本支持的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.