An Investigation of Factors Associated With the Academic Success, Persistence, and Satisfaction of Community College Students With Learning Disabilities
Rattin, Sue Ellen
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79601
Description
Title
An Investigation of Factors Associated With the Academic Success, Persistence, and Satisfaction of Community College Students With Learning Disabilities
Author(s)
Rattin, Sue Ellen
Issue Date
2001
Doctoral Committee Chair(s)
Janis Chadsey
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Community College
Language
eng
Abstract
This study investigated the perceptions of community college students with LD about those factors thought to improve their academic success, persistence, and satisfaction. The purpose of the study was to compare information from students with LD who were in degree transfer programs or in vocational preparation programs to see if there were differences between the groups in the help they needed to be successful and what they thought was important. Of the students who responded to the survey (n = 147), 71% were in degree transfer programs, and 29% were in vocational preparation programs. Students were asked to indicate the extent of help they needed and the importance of items in three categories (e.g., transition activities, personal learning characteristics, and academic supports) to their academic success. Statistical analyses showed that there were so significant differences between the groups on any of the dependent variables. Descriptive analyses revealed that degree transfer students needed the most help in the academic supports category, but they thought that developing personal learning characteristics was most important. In contrast, the vocational preparation students needed the most help in the personal learning characteristics category, and, similar to the degree transfer students, they thought this category was most important. Correlation analyses showed statistically significant relationships between the extent of help students needed and what they rated as being important in all categories although the strengths of the correlations were weak. Both groups of students were more than somewhat satisfied with the academic supports they received. Findings from this study have implications for postsecondary education support programs.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
