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The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities./
作者:	Bomar, Ruth Angulo.
面頁冊數:	1 online resource (207 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355267440

The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities.
Bomar, Ruth Angulo.

The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities. - 1 online resource (207 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--Texas Woman's University, 2017.

Includes bibliographical references

The numbers show that more students with LD/ADHD are gaining college admission (Madaus & Shaw, 2010; Pryor, Hurtado, DeAngelo, Blake, & Trane, 2010). Even so ever-increasing issues face colleges and universities in the retention and graduation rate of these students (Anctil, Ishikawa, & Tao Scott, 2008; Getzel & Thoma, 2008). Self-determination has been shown by numerous studies (Anctil et al., 2008; Field, Sarver, & Shaw, 2003) to contribute to improved life outcomes for individuals with disabilities, specifically for students with learning disabilities (LD) at the post-secondary level and has the potential of increased retention and graduation of college students with LD. Indeed, further studies found a significantly positive relationship between the grade point averages of students with LD and their levels of self-determination. (Humphrey, 2010; Sarver, 2000; Zheng, Erikson, Kinsgston, & Noonan, 2014).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355267440Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities.
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245 1 4 $a The Role of Online Academic Coaching on Levels of Self-Determination of College Students With Learning Disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Jerry Whitworth.
502 $a Thesis (Ed.D.)--Texas Woman's University, 2017.
504 $a Includes bibliographical references
520 $a The numbers show that more students with LD/ADHD are gaining college admission (Madaus & Shaw, 2010; Pryor, Hurtado, DeAngelo, Blake, & Trane, 2010). Even so ever-increasing issues face colleges and universities in the retention and graduation rate of these students (Anctil, Ishikawa, & Tao Scott, 2008; Getzel & Thoma, 2008). Self-determination has been shown by numerous studies (Anctil et al., 2008; Field, Sarver, & Shaw, 2003) to contribute to improved life outcomes for individuals with disabilities, specifically for students with learning disabilities (LD) at the post-secondary level and has the potential of increased retention and graduation of college students with LD. Indeed, further studies found a significantly positive relationship between the grade point averages of students with LD and their levels of self-determination. (Humphrey, 2010; Sarver, 2000; Zheng, Erikson, Kinsgston, & Noonan, 2014).
520 $a This study continues to build on previous research showing a link between self-determination and online academic coaching as an instructional intervention. This study was conducting using a quasi-experimental, pre-and post-test design without a control group to examine the effects of Think to Learn in College (TLC), an online academic coaching intervention on the self-determination of college students with LD. Three survey instruments were administered to collect data from the participants. The participants received a five-session intervention developed and administered by the researcher. Data were analyzed using descriptive analysis.
520 $a The online academic coaching intervention, TLC, appeared to have a positive impact on levels of self-determination as measured by the Self-Determination Student Scale-Short Form (SDSS-SF) (Hoffman, Field, & Sawilowsky 2004). The student perception survey administered after the intervention indicated that the intervention had an overall positive impact on the students' perception of their study and learning skills.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
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710 2 $a Texas Woman's University. $b Special Education. $3 1189037
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