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The relationship between self-advoca...

Appleby, Eileen Taylor.

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The relationship between self-advocacy and self-concept among college students with disabilities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship between self-advocacy and self-concept among college students with disabilities./
作者:	Appleby, Eileen Taylor.
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4588.
Contained By:	Dissertation Abstracts International54-12A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9411230

The relationship between self-advocacy and self-concept among college students with disabilities.
Appleby, Eileen Taylor.

The relationship between self-advocacy and self-concept among college students with disabilities. - 163 p.

Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4588.

Thesis (Ph.D.)--New York University, 1994.

This study presents a model for self-advocacy and reports the findings of an hypothesized relationship between self-advocacy and self-concept. The definition and components of self-advocacy are formulated from a review of twenty-five years of social work literature. The subjects are 182 students with disabilities from 15 colleges and universities throughout the United States. Data were gathered by means of a survey during the 1991-92 academic year.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship between self-advocacy and self-concept among college students with disabilities.
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520 $a This study presents a model for self-advocacy and reports the findings of an hypothesized relationship between self-advocacy and self-concept. The definition and components of self-advocacy are formulated from a review of twenty-five years of social work literature. The subjects are 182 students with disabilities from 15 colleges and universities throughout the United States. Data were gathered by means of a survey during the 1991-92 academic year.
520 $a The dependent variable is measured by the Tennessee Self-Concept Scale. One independent variable, assertion, is measured by the Assertion Inventory (Gambrill and Richey). Step-wise and forced entry multiple regressions were used to examine the effects of demographic and self-advocacy components on self-concept. Sex, age, and year in college as well as knowledge of impairment, role of disability in life, wish, and assertion emerged in one or more of the scales as having a bearing on self-concept.
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