The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

被引:14
|
作者
Farmer, Thomas W. [1 ,2 ]
Hall, Cristin M. [1 ,2 ]
Weiss, Margaret P. [3 ]
Petrin, Robert A. [1 ,2 ]
Meece, Judith L. [4 ]
Moohr, Michele [1 ,2 ]
机构
[1] Penn State Univ, Dept Educ, University Pk, PA 16802 USA
[2] Penn State Univ, Sch Psychol & Special Educ, University Pk, PA 16802 USA
[3] Univ N Carolina, Ctr Dev Sci, Chapel Hill, NC USA
[4] Univ N Carolina, Sch Educ, Chapel Hill, NC 27599 USA
关键词
High school; Rural; Person-centered analysis; Disability; English language learners; MILD DISABILITIES; ORIENTED APPROACH; SOCIAL NETWORKS; FOLLOW-UP; STUDENTS; PEER; PREVENTION; DROPOUT; RISK; EDUCATION;
D O I
10.1007/s10826-010-9379-2
中图分类号
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号
1204 ;
摘要
This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students' adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.
引用
收藏
页码:78 / 88
页数:11
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