Skip to main content

Advertisement

SpringerLink
Log in

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (\(n = 133\)) and premature leavers (\(n = 39\)). Results show that the best predictors of academic persistence and drop-out are the three Theory of Planned Behavior scales. These predicted 25 % of the variance in intention to graduate and correctly classified 83 % o f participants who were no longer in school (86 % of graduates and 74 % of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the “Appendix”.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Reverse scores.

References

  • Achola, E. O. (2013). Completing college: A longitudinal examination of potential antecedents of success in postsecondary education for students with disabilities [PhD dissertation]. Virginia Commonwealth University. Retrieved October 28, 2013, from https://digarchive.library.vcu.edu/bitstream/handle/10156/4507/Dissertation-July_2013.pdf?sequence=1.

  • Achterberg, T. J., Wind, H., de Boer, A., & Frings-Dresen, M. H. W. (2009). Factors that promote or hinder young disabled people in work participation: A systematic review. Journal of Occupational Rehabilitation, 19(2), 129–141.

    Article  Google Scholar 

  • ACT. (2006). National collegiate retention and persistence to degree rates: 2006. Retrieved from https://www.noellevitz.com/documents/shared/Papers_and_Research/ACT_Data/ACT_2006.pdf.

  • Adams, K. S., & Proctor, B. E. (2010). Adaptation to college for students with and without disabilities: Group differences and predictors. Journal of Postsecondary Education and Disability, 22(3), 166–184.

    Google Scholar 

  • Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology, 32(4), 665–683. doi:10.1111/j.1559-1816.2002.tb00236.x.

    Article  Google Scholar 

  • Ajzen, I. (2012). The theory of planned behavior. In P. A. M. Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 438–459). London: Sage.

    Chapter  Google Scholar 

  • Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behavior: A meta-analytic review. British Journal of Social Psychology, 40(4), 471–499. doi:10.1348/014466601164939.

    Article  Google Scholar 

  • Attewell, P., Heil, S., & Reisel, L. (2011). Competing explanations of undergraduate noncompletion. American Educational Research Journal, 48(3), 536–559. doi:10.3102/0002831210392018.

    Article  Google Scholar 

  • Baker, K. Q., Boland, K., & Nowik, C. M. (2012). A campus survey of faculty and student perceptions of persons with disabilities. Journal of Postsecondary Education and Disability, 25(4), 309–329. Retrieved from http://www.ahead.org/publications/jped.

  • Barber, P. (2012). College students with disabilities: What factors influence successful degree completion? A case study. Disability and Work: Research Report. Retrieved from http://www.heldrich.rutgers.edu/sites/default/files/content/College_Students_Disabilities_Report.pdf.

  • Bean, J. P. (1982). Student attrition, intentions and confidence: Interactions effects in a path model. Research in Higher Education, 17(4), 291–319. doi:10.1007/BF00977899.

    Article  Google Scholar 

  • Bissonnette, L. A. (2006). Teaching and learning at Concordia University: Meeting the evolving education needs of faculty in providing access for university students with disabilities (Doctoral dissertation, Concordia University, Canada). Retrieved from http://spectrum.library.concordia.ca/8741/.

  • Boutin, D. (2008). Persistence in postsecondary environments of students with hearing impairments. Journal of Rehabilitation, 74(1), 25–31.

    Google Scholar 

  • Bozick, R. (2007). Making it through the first year of college: The role of students’ economic resources, employment, and living arrangements. Sociology of Education, 80(3), 261–284. doi:10.1177/003804070708000304.

    Article  Google Scholar 

  • Brouwer, S., Krol, B., Reneman, M. F., Bültmann, U., Franch, R.-L., van der Klink, J. J. L., et al. (2009). Behavioral determinants as predictors of return to work after long-term sickness absence: An application of the theory of planned behavior. Journal of Occupational Rehabilitation, 19(2), 166–174. doi:10.1007/s10926-009-9172-5.

    Article  Google Scholar 

  • Chemers, M. P., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. doi:10.1037/0022-0663.93.1.55.

    Article  Google Scholar 

  • Christ, T. W., & Stodden, R. (2005). Advantages of developing survey constructs when comparing educational supports offered to students with disabilities in postsecondary education. Journal of Vocational Rehabilitation, 22(1), 23–31. Retrieved from http://www.iospress.nl/journal/journal-of-vocational-rehabilitation/.

  • Cullen, J. P., & Shaw, S. F. (1996). Practitioner support of self-advocacy among college students with learning disabilities: A comparison of practice and attitudes. Journal of Postsecondary Education and Disability, 12(2), 2–15. Retrieved from http://www.ahead.org/publications/jped.

  • DaDeppo, L. M. W. (2009). Integration factors related to the academic success and intent to persist of college students with learning disabilities. Learning Disabilities Research & Practice, 24(3), 122–131. doi:10.1111/j.1540-5826.2009.00286.x.

    Article  Google Scholar 

  • Davis, L. E., Ajzen, I., Saunders, J., & Williams, T. (2002). The decision of African American students to complete high school: An application of the theory of planned behavior. Journal of Educational Psychology, 94(4), 810–819. doi:10.1037//0022-0663.94.4.810.

    Article  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. doi:10.1146/annurev.psych.53.100901.135153.

    Article  Google Scholar 

  • Fassinger, R. (2008). Workplace diversity and public policy. American Psychologist, 63(4), 252–268. doi:10.1037/0003-066X.63.4.252.

    Article  Google Scholar 

  • Fichten, C. S., Asuncion, J. V., Barile, M., Ferraro, V., & Wolforth, J. (2009). Accessibility of eLearning, computer and information technologies to students with visual impairments in postsecondary education. Journal of Visual Impairment and Blindness, 103(9), 543–557. Retrieved from http://www.jvib.org/.

  • Fichten, C. S., Asuncion, J. V., Nguyen, M. N., Budd, J., & Amsel, R. (2010a). The POSITIVES Scale: Development and validation of a measure of how well the ICT needs of students with disabilities are met. Journal of Postsecondary Education and Disability, 23(2), 137–154. Retrieved from http://www.ahead.org/publications/jped.

  • Fichten, C. S., Jorgensen, S., Havel, A., & Barile, M. (2010b). College/University Experience Questionnaire ( CEQ). Montreal, Quebec: Adaptech Research Network. Retrieved from http://www.adaptech.org/pubs/CollegeUniversityExperienceQuestionnaire2010.doc.

  • Fichten, C. S., Jorgensen, S., Havel, A., & Barile, M. (2006). College students with disabilities: Their future and success. Final report presented to Fonds de Recherche du Québec-Société et culture (FRQSC). Montreal, Quebec: Adaptech Research Network. Retrieved from ERIC database. (ED491585).

  • Fichten, C. S., Asuncion, J. V., Wolforth, J., Barile, M., Budd, J., Martiniello, N., et al. (2012a). Information and communication technology related needs of college and university students with disabilities. Research in Learning Technology, 20, 323–344. doi:10.3402/rlt.v20i0.18646.

    Article  Google Scholar 

  • Fichten, C. S., Jorgensen, S., Havel, A., Barile, M., Ferraro, V., Landry, M. E., et al. (2012b). What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities. Disability and Rehabilitation, 34(11), 917–924.

    Article  Google Scholar 

  • Finnie, R., Mueller, R. E., Sweetman, A., & Usher, A. (2010). New perspectives on access to postsecondary education. Education matters: Insights on education, learning and training in Canada, Statistics Canada. Retrieved from http://www.statcan.gc.ca/pub/81-004-x/2010001/article/11152-eng.htm.

  • Francis, L. J., Brown, L. B., & Philipchalk, R. (1992). The development of an abbreviated form of the revised Eysenck Personality Questionnaire (EPQR-A): Its use among students in England, Canada, the U.S.A. and Australia. Personality and Individual Differences, 13(4), 443–449. doi:10.1016/0191-8869(92)90073-X.

    Article  Google Scholar 

  • Fraser, R., Ajzen, I., Johnson, K., Hebert, J., & Chan, F. (2011). Understanding employers’ hiring intention in relation to qualified workers with disabilities. Journal of Vocational Rehabilitation, 5(1), 1–11. doi:10.3233/JVR-2011-0548.

    Google Scholar 

  • Hergenrather, K. C., Rhodes, S. D., & Gitlin, D. J. (2011). Consumers with a bipolar disorder: A theory-based approach to explore beliefs impacting job placement. Journal of Rehabilitation, 77(3), 14–24. Retrieved from www.nationalrehab.org/.

  • Getzel, E. E., & Thoma, C. A. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career Development for Exceptional Individuals, 31(2), 77–84. doi:10.1177/0885728808317658.

    Article  Google Scholar 

  • Hatcher, L., Kryter, K., Prus, J. S., & Fitzgerald, V. (1992). Predicting college student satisfaction, commitment, and attrition from investment model constructs. Journal of Applied Social Psychology, 22(16), 1273–1296.

  • Hindes, Y., & Mather, J. (2007). Inclusive education at the post-secondary level: Attitudes of students and professors. Exceptionality Education Canada, 17(1–2), 107–128.

    Google Scholar 

  • Hudy, G. T. (2007). An analysis of motivational factors related to academic success and persistence for university students. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67(11-A). (UMI No. 3240170).

  • Jameson, D. R. (2007). Self-determination and success outcomes of two-year college students with disabilities. Journal of College Reading and Learning, 37, 26–46.

    Article  Google Scholar 

  • Jorgensen, S., Ferraro, V., Fichten, C. S., & Havel, A. (2009a). Predicting the at risk status of college students: Males and students with disabilities. Final report presented to Programme d’aide à la recherche sur l’enseignement et l’apprentissage (PAREA). Retrieved from ERIC database. (ED505871).

  • Jorgensen, S., Fichten, C. S., & Havel, A. (2009b). Academic success of graduates with and without disabilities—A comparative study of university entrance scores. Pédagogie Collégiale, 22(5), Special Issue, 26–29.

  • Jorgensen, S., Fichten, C. S., Havel, A., Lamb, D., James, C., & Barile, M. (2005). Academic performance of college students with and without disabilities: An archival study. Canadian Journal of Counselling, 39(2), 101–117. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc.

  • Jorgensen, S., & Fichten, C. S. (2007). Linking grades and college graduates’ perceptions of obstacles and facilitators: A cautionary tale. Montreal, Qc: Dawson College. Retrieved from ERIC database. (ED498249).

  • Jorgensen, S., Fichten, C. S., & Havel, S. (2011). College satisfaction and academic success. Final report presented to Programme d’aide à la recherche sur l’enseignement et l’apprentissage (PAREA). Montreal: Dawson College. Retrieved from ERIC database. (ED522996).

  • Koch, L. C., Mamiseishvili, K., & Higgins, K. (2014). Persistence to degree completion: A profile of students with psychiatric disabilities in higher education. Journal of Vocational Rehabilitation, 40, 73–82. doi:10.3233/JVR-130663.

    Google Scholar 

  • Kuh, G. (2007). How to help students achieve. Chronicle of Higher Education, 53(41), B12–B13. Retrieved from http://chronicle.com/article/How-to-Help-Students-Achieve/31980/.

  • Lang, R., Ramdoss, S., Sigafoos, J., Green, V. A., van der Meer, L., Tostanoski, A., Lee, A., & O’Reilly, M. F. (2014). Assistive technology for postsecondary students with disabilities. In G. E. Lancioni & N. N. Singh (Eds). Assistive technologies for people with diverse abilities (pp 53–76). New York: Springer Science+Business Media. Retrieved from http://link.springer.com/chapter/10.1007/978-1-4899-8029-8_3.

  • Lindsay, S. (2011). Discrimination and other barriers to employment for teens and young adults with disabilities. Disability and Rehabilitation, 33(15–16), 1340–1350. doi:10.3109/09638288.2010.531372.

    Article  Google Scholar 

  • Lombardi, A. R., Murray, C., & Gerdes, H. (2012). Academic performance of first-generation college students with disabilities. Journal of College Student Development, 53(6), 811–826.

    Article  Google Scholar 

  • Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), 93–105. doi:10.1177/0034355210382580.

    Article  Google Scholar 

  • Mamiseishvili, K., & Koch, L. C. (2012). Students with disabilities at 2-year institutions in the United States: Factors related to success. Community College Review, 40(4), 320–339. doi:10.1177/0091552112456281.

    Article  Google Scholar 

  • Metz, A. J. (2006). Unique contributions of career-related variables in predicting academic persistence and performance in university 101 college students. Dissertation Abstracts International Section A: Humanities and Social Sciences, 66(11-A). (UMI No. 3196016).

  • Michallet, B., Boudreault, P., Theolis, M., Lamirande, K. (2004). Dysphasie et fonctionnement familial: Des parents nous font part de leurs perceptions [Dysphasia and family functioning: Parents share their perceptions]. Approche Neuropsychologique des Apprentissages Chez l’enfant, 16(1–2), 38–41. Retrieved from http://www.anae-revue.com/.

  • Ministry of Training, Colleges & Universities. (2012). Update on students with disabilities. PowerPoint presentation at Postsecondary Education Division, Ontario.

  • National Center for Education Statistics. (2010). Number and percentage distribution of students enrolled in postsecondary institutions, by level, disability status, and selected student and characteristics: 2003–04 and 2007–08. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/programs/digest/d10/tables/dt10_240.asp.

  • O’Neill, L. N. P., Markward, M. J., & French, J. P. (2012). Predictors of graduation among college students with disabilities. Journal of Postsecondary Education and Disability, 25(1), 21–36. Retrieved from http://www.ahead.org/publications/jped.

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25(1), 92–104. doi:10.1006/ceps.1999.1017.

    Article  Google Scholar 

  • Prince, K. R., Litovsky, A. R., & Friedman-Wheeler, D. G. (2012). Internet-mediated research: Beware of bots. The Behavior Therapist, 35(5), 85, 87–88. Retrieved from http://www.abct.org/Members/?m=mMembers&fa=JournalsPeriodicals#sec3.

  • Richardson, J. T. E. (2009). The academic attainment of students with disabilities in UK higher education. Studies in Higher Education, 34(2), 123–137.

    Article  Google Scholar 

  • Snyder, T. D. & Dillow, S. A. (2012). Digest of education statistics 2011. NCES 2012–001. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved March 11, 2013, from http://nces.ed.gov/pubs2012/2012001.pdf.

  • Solberg, V. S., Gusavac, N., Hamann, T., Felch, J., Johnson, J., Lamborn, S., et al. (1998). The adaptive success identity plan (ASIP): A career intervention for college students. The Career Development Quarterly, 47, 48–95. doi:10.1002/j.2161-0045.1998.tb00728.x.

    Article  Google Scholar 

  • Statistics Canada. (2003). Post-Secondary Education Participation Survey (2002). Retrieved from http://www23.statcan.gc.ca/imdb-bmdi/pub/instrument/4446_Q1_V1-eng.pdf.

  • Statistics Canada. (2008). National Graduates Survey-Class of 2005. Retrieved from http://www23.statcan.gc.ca/imdb-bmdi/instrument/5012_Q3_V4-eng.pdf.

  • Tagayuna, A., Stodden, R. A., Chang, C., Zeleznik, M. E., & Whelley, T., A. (2005). A two-year comparison of support provision for persons with disabilities in postsecondary education. Journal of Vocational Rehabilitation, 22(1), 13–21. Retrieved from http://www.iospress.nl/journal/journal-of-vocational-rehabilitation/.

  • Tinto, V. (1993). Leaving college (2nd ed.). Chicago: University of Chicago Press.

    Google Scholar 

  • Unger, K. V., Pardee, R., & Shafer, M. S. (2000). Outcomes of post-secondary supported education for people with psychiatric disabilities. Journal of Vocational Rehabilitation, 14(3), 195–199.

    Google Scholar 

  • Wessel, R. O., Jones, J. A., Markle, L., & Westfall, K. (2009). Retention and graduation of students with disabilities: Facilitating student success. Journal of Postsecondary Education and Disability, 21(3), 116–125. Retrieved from http://www.ahead.org/publications/jped.

  • Wiseman, R. L., Emry, R. A., & Morgan, D. (1988). Predicting academic success for disabled students in higher education. Research in Higher Education, 28(3), 255–269. Retrieved from http://www.airweb.org/eAIR/journalnews/Pages/JournalNewsRIHE.aspx.

  • Wolforth, J., & Roberts, E. (2009). The situation of students with learning disabilities or attention deficit disorder in CEGEPS in the province of Quebec: Are they a group that demonstrates a legitimate need for funding and services? Final report to the Direction des affaires étudiantes universitaires et collégiales (DAEUC). Quebec: Ministère de l’Éducation, du Loisir et du Sport (MELS).

  • Woosley, A. S. (2005). Survey response and its relationship to educational outcomes among first-year college students. Journal of College Student Retention: Research, Theory & Practice, 6(4), 413–423. doi:10.2190/61B3-KTKC-WCRE-RH1N.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Dawson College, 3040 Sherbrooke St. West, Montreal, QC , H3Z 1A4, Canada

    Catherine S. Fichten & Shirley Jorgensen

  2. Adaptech Research Network, Montreal, QC, Canada

    Catherine S. Fichten, Mai Nhu Nguyen, Jillian Budd, Mary Jorgensen, Jennison Asuncion & Maria Barile

  3. McGill University, Montreal, QC, Canada

    Catherine S. Fichten & Rhonda Amsel

  4. Jewish General Hospital, Montreal, QC, Canada

    Catherine S. Fichten

Authors
  1. Catherine S. Fichten
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mai Nhu Nguyen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Rhonda Amsel
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Shirley Jorgensen
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Jillian Budd
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Mary Jorgensen
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Jennison Asuncion
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Maria Barile
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Catherine S. Fichten.

Additional information

M. Barile—deceased.

This study was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). We are grateful for the support.

Appendix: Theory of planned behavior predictors: student version

Adapted from Davis et al. (2002).

Appendix: Theory of planned behavior predictors: student version

For each statement below, rate your level of agreement using the following scale:

  1. 1—

    Strongly disagree

  2. 2—

    Moderately disagree

  3. 3—

    Slightly disagree

  4. 4—

    Slightly agree

  5. 5—

    Moderately agree

  6. 6—

    Strongly agree

Subjective Norms

  • Most people who are important to me think that I should complete my program of study.

  • Most people who are important to me would be disappointed if I did not complete my program of study.

  • Most people who are important to me expect me to complete my program of study.

Perceived Behavioral Control

  • I have complete control over completing my program of study.

  • I can overcome any obstacles or problems that could prevent me from completing my program of study if I want to.

  • It is mostly up to me whether or not I complete my program of study.

  • For me to complete my program of study will be:Footnote 2

  1. 1—

    Very easy

  2. 2—

    Somewhat easy

  3. 3—

    Slightly easy

  4. 4—

    Slightly difficult

  5. 5—

    Somewhat difficult

  6. 6—

    Very difficult

Attitude Answer the following questions about how you view completing your program of study. Completing my program of study will be:

 

Very

Somewhat

Slightly

Slightly

Somewhat

Very

 

Rewarding

3

2

1

\(-\)1

\(-\)2

\(-\)3

Punishing

Useful

3

2

1

\(-\)1

\(-\)2

\(-\)3

Useless

Bad

\(-\)3

\(-\)2

\(-\)1

1

2

3

Good

Harmful

\(-\)3

\(-\)2

\(-\)1

1

2

3

Beneficial

Wise

3

2

1

\(-\)1

\(-\)2

\(-\)3

Foolish

Unpleasant

\(-\)3

\(-\)2

\(-\)1

1

2

3

Pleasant

Desirable

3

2

1

\(-\)1

\(-\)2

\(-\)3

Undesirable

Boring

\(-\)3

\(-\)2

\(-\)1

1

2

3

Exciting

Scoring Average scores, with higher means indicating more favorable responses. Add 3 to Attitude Scale mean. A Total score is calculated by summing the three Scale means.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Fichten, C.S., Nguyen, M.N., Amsel, R. et al. How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?. Soc Psychol Educ 17, 657–685 (2014). https://doi.org/10.1007/s11218-014-9272-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-014-9272-8

Keywords

Search

Navigation