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An Intervention Program on Assisting Retention and Transition for the First-Year College Students with Disabilities

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Title: An Intervention Program on Assisting Retention and Transition for the First-Year College Students with Disabilities
Language: English
Authors: Shengli Dong (ORCID 0000-0003-2915-5332), James Harding, Alyssa Pokorny, Lauren Sakowitz, Laventrice S. Ridgeway (ORCID 0000-0001-8736-3063)
Source: Journal of College Student Retention: Research, Theory & Practice. 2025 27(3):679-699.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Students with Disabilities, School Transition, Transitional Programs, Longitudinal Studies, Public Colleges, Intervention, Barriers, Social Integration, Social Support Groups, Student Welfare, Self Esteem, Metacognition
DOI: 10.1177/15210251231201341
ISSN: 1521-0251
1541-4167
Abstract: This study examined outcomes of a transition intervention program (i.e., Engage 100 course) for college students with disabilities during their first-semester transition to postsecondary education through a longitudinal experimental research design. Fifty students, 14 in an experimental group and 36 in a control group, were recruited from a public university in the southeastern part of the United States. The findings revealed promising results in fostering social and academic integration, perceived support from friends and significant others, and mindfulness for participants in the experimental group. However, participants in the experimental group demonstrated lower scores in perceived support from family and self-esteem. Practical and research implications were discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484943
Database: ERIC
FullText Text:
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  Data: An Intervention Program on Assisting Retention and Transition for the First-Year College Students with Disabilities
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shengli+Dong%22">Shengli Dong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2915-5332">0000-0003-2915-5332</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Harding%22">James Harding</searchLink><br /><searchLink fieldCode="AR" term="%22Alyssa+Pokorny%22">Alyssa Pokorny</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Sakowitz%22">Lauren Sakowitz</searchLink><br /><searchLink fieldCode="AR" term="%22Laventrice+S%2E+Ridgeway%22">Laventrice S. Ridgeway</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8736-3063">0000-0001-8736-3063</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Retention%3A+Research%2C+Theory+%26+Practice%22"><i>Journal of College Student Retention: Research, Theory & Practice</i></searchLink>. 2025 27(3):679-699.
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  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Data: 21
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22School+Transition%22">School Transition</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/15210251231201341
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1521-0251<br />1541-4167
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined outcomes of a transition intervention program (i.e., Engage 100 course) for college students with disabilities during their first-semester transition to postsecondary education through a longitudinal experimental research design. Fifty students, 14 in an experimental group and 36 in a control group, were recruited from a public university in the southeastern part of the United States. The findings revealed promising results in fostering social and academic integration, perceived support from friends and significant others, and mindfulness for participants in the experimental group. However, participants in the experimental group demonstrated lower scores in perceived support from family and self-esteem. Practical and research implications were discussed.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1484943
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484943
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      – Type: doi
        Value: 10.1177/15210251231201341
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 679
    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: School Transition
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Social Integration
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Metacognition
        Type: general
    Titles:
      – TitleFull: An Intervention Program on Assisting Retention and Transition for the First-Year College Students with Disabilities
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            NameFull: Shengli Dong
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            NameFull: James Harding
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            NameFull: Alyssa Pokorny
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            NameFull: Lauren Sakowitz
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            NameFull: Laventrice S. Ridgeway
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              Y: 2025
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              Value: 1521-0251
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              Value: 27
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            – TitleFull: Journal of College Student Retention: Research, Theory & Practice
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