Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities

IF 1.6 4区 教育学 Q2 EDUCATION, SPECIAL
Wen Zeng, Song Ju, Casey Hord
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引用次数: 1

Abstract

This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students’ transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students’ participation in secondary transition, self-determination behaviors, and parental influences on students’ self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students’ academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided.
父母对学生自主性的影响:学习障碍大学生的视角
这项定性研究探讨了学习障碍大学生在从高中教育过渡到中学后教育期间的自决权以及父母对学生自决权的影响。数据收集自对12名LD大学生的深入访谈。通过定性分析,考察了学生在二次过渡中的参与、自主行为以及父母对学生自主性的影响。研究结果确定了学生在中学过渡中表现出的五种重要的自决行为(即中学后教育目标设定和实现、自我倡导、自主、自我意识和决策)。四个主题涉及父母对学生自决的影响,包括鼓励学生成为倡导者,培养学生的学术能力,表现出道德支持和高期望,以及为学生提供决策机会。提供了让家长参与促进学生自决的建议。
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
CiteScore
3.50
自引率
11.10%
发文量
19
期刊介绍: Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.
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