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

Year 2024, Volume: 25 Issue: 1, 136 - 154, 01.01.2024
https://doi.org/10.17718/tojde.1245358

Abstract

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.

Supporting Institution

Scientific and Technological Research Council of Turkey (TÜBİTAK)

Thanks

This research was funded by Scientific and Technological Research Council of Turkey (TÜBİTAK) under number 1919B012006170

References

  • Ataman, S., Karaaslan, Ö., Kösretaş, B., & Yavuz, M. (2023). The Opinions of Turkish Civil Servant Employees with Disability and Their Working Experience. Kalem Eğitim ve İnsan Bilimleri Dergisi, 13(2).
  • Afolabi, A. (2019). Influence of Peer Pressure on Academic Performance and Social Behaviour of Students with Physical and Health Impairment. International Journal of Innovative Psychology and Social Development, 7(2), 91-96. http://seahipaj.org/journals-ci/june-2019/IJIPSD/full/IJIPSD-J-12-2019.pdf
  • Altunışık, R., Coşkun, R., & Bayraktaroğlu, S., Yıldırım E. (2012). Sosyal Bilimlerde Araştırma Yontemleri (SPSS Uygulamalı) (7th ed.). Sakarya, Sakarya Publishing. ISBN: 9786054229277
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The journal of educational research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062
  • Ashong, C. Y., & Commander, N. E. (2012). Ethnicity, gender, and perceptions of online learning in higher education. MERLOT Journal of Online Learning and Teaching, 8(2).
  • Aquino, K. C., & Scott, S. (2022). Disability resource professionals’ perceived challenges in minority-serving institutions during COVID-19: Recommendations for supporting students with disabilities. Journal of Diversity in Higher Education, 15(5), 542–547. https://doi.org/10.1037/dhe0000428
Year 2024, Volume: 25 Issue: 1, 136 - 154, 01.01.2024
https://doi.org/10.17718/tojde.1245358

Abstract

References

  • Ataman, S., Karaaslan, Ö., Kösretaş, B., & Yavuz, M. (2023). The Opinions of Turkish Civil Servant Employees with Disability and Their Working Experience. Kalem Eğitim ve İnsan Bilimleri Dergisi, 13(2).
  • Afolabi, A. (2019). Influence of Peer Pressure on Academic Performance and Social Behaviour of Students with Physical and Health Impairment. International Journal of Innovative Psychology and Social Development, 7(2), 91-96. http://seahipaj.org/journals-ci/june-2019/IJIPSD/full/IJIPSD-J-12-2019.pdf
  • Altunışık, R., Coşkun, R., & Bayraktaroğlu, S., Yıldırım E. (2012). Sosyal Bilimlerde Araştırma Yontemleri (SPSS Uygulamalı) (7th ed.). Sakarya, Sakarya Publishing. ISBN: 9786054229277
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The journal of educational research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062
  • Ashong, C. Y., & Commander, N. E. (2012). Ethnicity, gender, and perceptions of online learning in higher education. MERLOT Journal of Online Learning and Teaching, 8(2).
  • Aquino, K. C., & Scott, S. (2022). Disability resource professionals’ perceived challenges in minority-serving institutions during COVID-19: Recommendations for supporting students with disabilities. Journal of Diversity in Higher Education, 15(5), 542–547. https://doi.org/10.1037/dhe0000428

Details

Primary Language English
Subjects Lifelong learning
Journal Section Articles
Authors

Merve BULUT 0000-0001-6694-095X

Yaren BULBUL This is me 0000-0002-3100-8860

Project Number 1919B012006170
Publication Date January 1, 2024
Submission Date January 31, 2023
Published in Issue Year 2024 Volume: 25 Issue: 1

Cite

APA BULUT, M., & BULBUL, Y. (2024). HIERARCHICAL EFFECT OF ACADEMIC SELF-EFFICACY AND SOCIO-DEMOGRAPHIC CHARACTERISTICS ON SATISFACTION AND DROPOUT OF STUDENTS WITH DISABILITY IN HIGHER EDUCATION. Turkish Online Journal of Distance Education, 25(1), 136-154. https://doi.org/10.17718/tojde.1245358