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Self -advocacy, metacognition, and transition in college freshmen with learning disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Self -advocacy, metacognition, and transition in college freshmen with learning disabilities./
作者:	Kosine, Natalie R.
面頁冊數:	1 online resource (145 pages)
附註:	Source: Dissertations Abstracts International, Volume: 68-06, Section: A.
Contained By:	Dissertations Abstracts International68-06A.
標題:	Academic guidance counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3227626click for full text (PQDT)
ISBN:	9780542803482

Self -advocacy, metacognition, and transition in college freshmen with learning disabilities.
Kosine, Natalie R.

Self -advocacy, metacognition, and transition in college freshmen with learning disabilities. - 1 online resource (145 pages)

Source: Dissertations Abstracts International, Volume: 68-06, Section: A.

Thesis (Ph.D.)--University of Wyoming, 2006.

Includes bibliographical references

This study provides a glimpse of some of the issues that face students with learning disabilities as they enter the college setting. This is a mixed-methods study exploring self-advocacy, metacognition and college transition for this population. College freshmen with learning disabilities (LD) were compared with non-learning disabled college freshmen (NLD) on self-advocacy and metacognition. Both groups were recruited from a mid-sized western university. The LD group was recruited from the campus disability services office and the NLD group was recruited through classrooms. The Self-Advocacy Questionnaire (SAQ) was developed for this study as a measure of self-advocacy behaviors assessing three areas: self-determination, confidence, and help seeking behaviors. The Metacognitive Assessment Inventory (MAI) was used as a measure of metacognitive skills (Schraw & Dennison, 1994). The MAI is a comprehensive instrument measuring eight categories of metacognition. Finally, several participants from the LD group were interviewed about their high school to college transition. The LD group scored significantly lower than the NLD group on the help seeking variable (p < .05) on the SAQ. On the MAI, the LD group reported possessing significantly less awareness of: how they learn, their academic skill level, their cognitive abilities, and ways to correct learning errors. This was indicated by the LD groups significantly lower scores on Knowledge of Cognition (p < .05) and the Declarative Knowledge subscales (p < .01).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780542803482Subjects--Topical Terms:

3422411
Academic guidance counseling.
Subjects--Index Terms:

College transitionIndex Terms--Genre/Form:

542853
Electronic books.

Self -advocacy, metacognition, and transition in college freshmen with learning disabilities.
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502 $a Thesis (Ph.D.)--University of Wyoming, 2006.
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520 $a This study provides a glimpse of some of the issues that face students with learning disabilities as they enter the college setting. This is a mixed-methods study exploring self-advocacy, metacognition and college transition for this population. College freshmen with learning disabilities (LD) were compared with non-learning disabled college freshmen (NLD) on self-advocacy and metacognition. Both groups were recruited from a mid-sized western university. The LD group was recruited from the campus disability services office and the NLD group was recruited through classrooms. The Self-Advocacy Questionnaire (SAQ) was developed for this study as a measure of self-advocacy behaviors assessing three areas: self-determination, confidence, and help seeking behaviors. The Metacognitive Assessment Inventory (MAI) was used as a measure of metacognitive skills (Schraw & Dennison, 1994). The MAI is a comprehensive instrument measuring eight categories of metacognition. Finally, several participants from the LD group were interviewed about their high school to college transition. The LD group scored significantly lower than the NLD group on the help seeking variable (p < .05) on the SAQ. On the MAI, the LD group reported possessing significantly less awareness of: how they learn, their academic skill level, their cognitive abilities, and ways to correct learning errors. This was indicated by the LD groups significantly lower scores on Knowledge of Cognition (p < .05) and the Declarative Knowledge subscales (p < .01).
520 $a Interviews were conducted with four students from the LD group about their college transition experiences. These interviews revealed several themes: (1) the participants reported a lack of self-awareness of cognitive limitations and metacognitive skills, (2) the participants reported a lack of preparedness for the academic challenges of college, (3) the participants reported little to no transition planning from high school to college, (4) the participants reported being referred to disability support services, but not engaging services until they encountered academic failure, (5) the participants reported that they did not report their disability to their instructors because the college did this for them or they were concerned how their instructor(s) would react and (6) the participants reported a general lack of academic preparedness for college-level work.
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