Academic motivation and contextual influences in well-being for students with disabilities in higher education.
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| Title: | Academic motivation and contextual influences in well-being for students with disabilities in higher education. |
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| Authors: | Tu, Wei-Mo (AUTHOR), Liu, Yangyang (AUTHOR), Ruvalcaba Diaz, Sandra (AUTHOR) |
| Source: | Journal of American College Health. Nov2025, Vol. 73 Issue 9, p3375-3384. 10p. |
| Subjects: | Cross-sectional method, Pearson correlation (Statistics), Autonomy (Psychology), Statistical sampling, Disability determination, Universities & colleges, Questionnaires, Psychological well-being, Students with disabilities, Quantitative research, Functional status, Descriptive statistics, Attitudes toward disabilities, Motivation (Psychology), Psychology, Financial stress, Academic achievement, Research methodology, Conceptual structures, One-way analysis of variance, Psychology of college students, Masters programs (Higher education), Student attitudes, Theory, Learning strategies, Psychosocial factors, Regression analysis, Social stigma |
| Geographic Terms: | California |
| Abstract: | Objective: The purpose of this study was to utilize self-determination theory (SDT) incorporating the person-environment contextual factors as a framework to examine how the SDT factors may interact with functional disability and contextual factors to influence well-being for students with disabilities in higher education. Methods and participants: A quantitative descriptive design utilizing a convenience sample of 210 students with disabilities in higher education was used. Results: The final regression model accounted for 64% of the variance in well-being. When controlling for all other predictor variables in the model, functional disability, autonomy, learning competence, and relatedness were found to be predictive of well-being, with autonomy being the strongest predictor of well-being, followed by relatedness, learning competence, and functional disability. Conclusion: This study offers critical insights for higher education institutions, emphasizing the need for fostering environments that prioritize autonomy, competence, and relatedness to promote the well-being of students with disabilities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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