東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Transition outcomes of young adults ...

Singleton, Sabrina Michelle.

Linked to FindBook

Google Book

Amazon

博客來

Transition outcomes of young adults with disabilities: A social cognitive career theory perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transition outcomes of young adults with disabilities: A social cognitive career theory perspective./
Author:	Singleton, Sabrina Michelle.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10100053
ISBN:	9781339639918

Transition outcomes of young adults with disabilities: A social cognitive career theory perspective.
Singleton, Sabrina Michelle.

Transition outcomes of young adults with disabilities: A social cognitive career theory perspective. - 158 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2016.

Young adults with disabilities are impacted by the learning experiences they engage in as students that help shape their career development post-high school. Researchers have identified moderate-level transition predictors that improve post-school outcomes in employment, postsecondary education, and/or independent living. This study used the Social Cognitive Career Theory to examine if a relationship exists among race/ethnicity, gender, and disability type and transition predictors among young adults with disabilities in Mississippi who completed high school in May of 2013. Additionally, this study explored whether a relationship existed between career decision self-efficacy and engagement in employment or enrollment in postsecondary education. A school representative reviewed participants' Individualized Education Program to answer demographic questions and whether or not participants were engaged in transition predictors. Additionally, participants were contacted by phone to answer questions regarding career decision self-efficacy and whether they were engaged in employment or enrolled in postsecondary education. A significant relationship was found among three transition predictors which included number of transition goals completed in a transition program, participation in vocational education courses, and participation in a work study program. No significant relationship was found among transition predictor paid work experience. Additionally, results indicated participants had high to moderate self-efficacy beliefs. Further, the analysis revealed career decision self-efficacy had a significant impact on both employment and enrollment in postsecondary education. Implications are provided for school districts personnel, special education teachers, and preparation programs for students with disabilities. Recommendation for future research included exploring other factors that may influence whether or not participants are engaged in post-school outcomes and expanding research nationwide.

ISBN: 9781339639918Subjects--Topical Terms:

516693
Special education.

Transition outcomes of young adults with disabilities: A social cognitive career theory perspective.
LDR:02964nmm a2200289 4500 001 2078549
005 20161129073706.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339639918
035 $a (MiAaPQ)AAI10100053
035 $a AAI10100053
040 $a MiAaPQ $c MiAaPQ
100 1 $a Singleton, Sabrina Michelle. $3 3194142
245 1 0 $a Transition outcomes of young adults with disabilities: A social cognitive career theory perspective.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Hollie Gabler Filce.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2016.
520 $a Young adults with disabilities are impacted by the learning experiences they engage in as students that help shape their career development post-high school. Researchers have identified moderate-level transition predictors that improve post-school outcomes in employment, postsecondary education, and/or independent living. This study used the Social Cognitive Career Theory to examine if a relationship exists among race/ethnicity, gender, and disability type and transition predictors among young adults with disabilities in Mississippi who completed high school in May of 2013. Additionally, this study explored whether a relationship existed between career decision self-efficacy and engagement in employment or enrollment in postsecondary education. A school representative reviewed participants' Individualized Education Program to answer demographic questions and whether or not participants were engaged in transition predictors. Additionally, participants were contacted by phone to answer questions regarding career decision self-efficacy and whether they were engaged in employment or enrolled in postsecondary education. A significant relationship was found among three transition predictors which included number of transition goals completed in a transition program, participation in vocational education courses, and participation in a work study program. No significant relationship was found among transition predictor paid work experience. Additionally, results indicated participants had high to moderate self-efficacy beliefs. Further, the analysis revealed career decision self-efficacy had a significant impact on both employment and enrollment in postsecondary education. Implications are provided for school districts personnel, special education teachers, and preparation programs for students with disabilities. Recommendation for future research included exploring other factors that may influence whether or not participants are engaged in post-school outcomes and expanding research nationwide.
590 $a School code: 0211.
650 4 $a Special education. $3 516693
650 4 $a Vocational education. $3 539232
650 4 $a Secondary education. $3 2122779
690 $a 0529
690 $a 0747
690 $a 0533
710 2 $a The University of Southern Mississippi. $b Curriculum, Instruction, & Special Education. $3 3189219
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0211
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10100053