HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION

Merve Bulut

Makale detayları

HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION

Yazarlar:

Merve Bulut

Yayıncı:

Anadolu University

Ana Başlıklar:

Lifelong learning

Dergi:

Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.136-154

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001306924

pISSN:

1302-6488

Anahtar kelimeler:

Özet:

 Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics gender, rate of personal disability, type of disability, and four fields of study were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study social science and health sciences, rate of disability and types of disability chronic illness and hearing disability are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of personal disability and gender.

 Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics gender, rate of personal disability, type of disability, and four fields of study were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study social science and health sciences, rate of disability and types of disability chronic illness and hearing disability are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of personal disability and gender.

 Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics gender, rate of personal disability, type of disability, and four fields of study were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study social science and health sciences, rate of disability and types of disability chronic illness and hearing disability are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of personal disability and gender.

 Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics gender, rate of personal disability, type of disability, and four fields of study were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study social science and health sciences, rate of disability and types of disability chronic illness and hearing disability are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of personal disability and gender.

Makale detayları

HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION

Yazarlar:

Merve Bulut

Yayıncı:

Anadolu University

Ana Başlıklar:

Lifelong learning

Dergi:

Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.136-154

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001306924

pISSN:

1302-6488

Distance higher education

students with disability

self-efficacy

satisfaction

dropout

Sayı

Makale detayları

HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION

Yazarlar: Merve Bulut

Yayıncı: Anadolu University

Ana Başlıklar: Lifelong learning

Dergi: Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.136-154

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001306924

pISSN: 1302-6488

Distance higher education

students with disability

self-efficacy

satisfaction

dropout

Sayı

Yazarlar:

Merve Bulut

Yayıncı:

Anadolu University

Ana Başlıklar:

Lifelong learning

Dergi:

Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.136-154

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001306924

pISSN:

1302-6488