Self-Esteem of Higher Education Students with Mobility Impairments: The Impact of Social Support and Transition Skills.
Saved in:
| Title: | Self-Esteem of Higher Education Students with Mobility Impairments: The Impact of Social Support and Transition Skills. |
|---|---|
| Authors: | Chronopoulou, Elena (AUTHOR), Polychronopoulou, Stavroula (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Dec2025, Vol. 72 Issue 8, p1572-1583. 12p. |
| Subjects: | Self-esteem testing, Cross-sectional method, Academic medical centers, Health occupations students, Students with disabilities, Descriptive statistics, Leisure, Ability, Academic achievement, Clinical competence, Psychology of college students, Masters programs (Higher education), Social support, Interpersonal relations, Data analysis software, Psychosocial factors, Physical mobility, Self-perception, Training, Vocational guidance, Regression analysis |
| Geographic Terms: | Greece |
| Abstract: | Social support can play an important role in the self-esteem of young adults with disabilities. Moreover, low transition skills could negatively affect their self-esteem. However, there are no previous studies detailing the impact of social support and transition skills on the self-esteem of young adults with mobility impairments. This study aims to evaluate the self-esteem, social support, and transition skills of higher education students with mobility impairments, as well as, the impact of social support and transition knowledge/skills on their self-esteem. The research sample consisted of 26 higher education students with mobility impairments studying in three Greek universities. Significant correlations were revealed between self-esteem and social support, as well as between self-esteem and transition knowledge/skills. Moreover, transition knowledge-skills and parents' social support were significant predictors of self-esteem. Students' self-esteem was higher when the parents' social support was higher and the transition knowledge/skills were better. These findings are important because they highlight the value of education aimed at developing transition skills, as well as the importance of providing social support to young adults with mobility impairments. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
