社区大学残障学生服务对第一代及转校生参与的中介作用

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
John Zilvinskis
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引用次数: 1

摘要

目的/研究问题:本研究的目的是探讨学生服务的使用如何中介社区大学第一代和转校生使用残疾服务的参与。以下研究问题指导了当前的研究:(1)在社区大学,使用学生支持服务的频率如何与使用残疾服务的学生的参与显著相关?(2)对于第一代残疾学生和转学学生,使用这些服务的频率如何影响这一群体的参与?方法:利用社区大学学生敬业度调查数据,对7441名使用残疾服务的学生进行学生服务使用频率与敬业行为的关系测量。通过结构方程模型,测量了服务使用对社区大学第一代残疾学生和转校生参与程度的中介效应,包括学业挑战、对学习者的支持和师生互动。结果:考虑到其他学生背景特征,学业咨询和职业咨询与这些措施直接相关,并与第一代残疾学生的第二项服务的附加效应直接相关,而不是转学。结论:这些发现有助于理解哪些学生服务是增加残疾学生参与的成功途径。这项研究补充了先前关于增加这一群体获得这些服务的奖学金,同时建议可以进行进一步的研究来了解学生服务的体验质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Mediating Effects of Student Services on Engagement Among First-Generation and Transfer Students Who Use Disability Services at Community Colleges
Objective/Research Question: The purpose of this research is to explore the way use of student services can mediate engagement among first-generation and transfer students who use disability services at community colleges. The following research questions guided the current study: (1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? (2) For first-generation and transfer students with disabilities, in what way does frequency of use of these services mediate engagement among this population? Method: Using Community College Survey of Student Engagement data, the relationship between frequency of use of student services and engagement behaviors was measured for 7,441 students using disability services. Through structural equation modeling, mediation effects of use of services on engagement for first-generation and transfer students with disabilities at community colleges were measured for academic challenge, support for learners, and student-faculty interaction. Results: Accounting for other student background characteristics, academic advising and career counseling were directly related to these measures and additive effects of this second service held for first-generation students with disabilities, but not transfers. Conclusion: These findings contribute to understanding which student services are successful pathways to increased engagement among students who use disability services. This research complements previous scholarship on increasing access of these services for this group, while suggesting further research may be conducted to understand quality of experience among student services.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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