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作者 Bethke, Audrey F
書名 The relationship between psychology graduate schools and the experiences of graduate students with learning disabilities
國際標準書號 0496807149
book jacket
說明 89 p
附註 Source: Dissertation Abstracts International, Volume: 65-05, Section: B, page: 2613
Adviser: Rhoda Olkin
Thesis (Ph.D.)--Alliant International University, San Francisco Bay, 2004
This study explored the graduate school experiences and perceptions of psychology doctoral students with learning disabilities. Graduate students with learning disabilities are unique, as their disability is directly related to the task at hand. Having reached the highest level of education with a learning handicap, they are often a particularly creative, determined, capable, and resilient group of students. However, research indicates graduate programs harbor poor attitudes, and a lack of awareness, support, and guidance for students with learning disabilities
This study asked thirty learning-disabled students from APA-accredited doctoral programs to rate: (a) the learning disability climate of their program; (b) their level of satisfaction with their program; (c) the likelihood of degree completion; and (d) the likelihood of self-disclosing their disability. The study developed measures to aid in identifying the perceptions and experiences of doctoral students with learning disabilities; Chronbach's alpha suggested each measure to be reliable
Person's Correlations found the climates of graduate programs were related to student satisfaction and persistence to degree completion. Person's Correlations, ANOVAs, t-tests and Spearman's rho identified mediating demographic variables, such as the result that men perceived programs more favorable than women. It was also found that greater persistence was related to students who identified having fewer additional stigmas, an earlier age of diagnosis, as well as having received formal accommodations in middle and/or high school. Post-hoc analysis found that persistence was specifically linked to satisfaction with faculty and overall satisfaction with graduate school, and that the likelihood of self-disclosure was related to having received accommodations in graduate school. Additionally, self-disclosure to graduate student peers was associated with satisfaction in those relationships
Findings indicate the need for improvement in psychology graduate programs for students with learning disabilities. Graduate programs that are perceived as unsupportive, unsatisfactory, and out of compliance with the law are vulnerable to litigation, at risk for developing a tarnished image, and at jeopardy for losing talented students and income. It is hoped that results from this study will contribute to our understanding of graduate students learning disabilities and promote positive changes in policy and graduate education
School code: 1434
DDC
Host Item Dissertation Abstracts International 65-05B
主題 Psychology, Clinical
Education, Educational Psychology
Education, Adult and Continuing
0622
0525
0516
Alt Author Alliant International University, San Francisco Bay
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