• Pathways to Post-Secondary Suc...

Treffer: Pathways to Post-Secondary Success: Applying Situated Expectancy-Value Theory to the Experiences of Students with Disabilities and Their Peers

Title:
Pathways to Post-Secondary Success: Applying Situated Expectancy-Value Theory to the Experiences of Students with Disabilities and Their Peers
Language:
English
Authors:
Lauren Goegan, Stephanie Young, Justin Bouchard, Ali Wood-Warren
Source:
Canadian Journal of Higher Education. 2025 55(4):1-18.
Availability:
Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Peer Reviewed:
Y
Page Count:
18
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Postsecondary Education
Higher Education
Descriptors:
Postsecondary Education, Students with Disabilities, Student Needs, Success, Expectation, Value Judgment, Costs, Transitional Programs, Emotional Response, Knowledge Level, Grade Point Average, Student Satisfaction, Foreign Countries, Undergraduate Students
Geographic Terms:
Canada
ISSN:
0316-1218
Entry Date:
2026
Accession Number:
EJ1493684
Database:
ERIC

Weitere Informationen

The number of Canadians beginning post-secondary education (PSE) each fall continues to grow. One group in particular that is seeing an increase in numbers is students with disabilities (e.g., learning disabilities, attention-deficit/hyperactivity disorder). The purpose of this study was to examine how students broadly, and students with disabilities specifically, can be supported in their PSE journey. Utilizing situated expectancy-value theory (SEVT) as our guiding theory, we examined how the components of expectancy, value, and cost, alongside the attendance of a transition program, supported various student outcomes (i.e., emotions, acquisition of knowledge and skills, GPA, and satisfaction). Our findings highlight the role of both psychosocial factors and institutional support in promoting successful student transitions to PSE. Limitations and future research directions are also discussed.

As Provided