Affiliations: [a] University of Connecticut, Storrs, CT, USA | [b] University of Oregon, Eugene, OR, USA
Correspondence:
[*]
Address for correspondence: Allison Lombardi, PhD, Assistant Professor, Department of Educational Psychology, 249
Glenbrook Rd, unit 3064, Storrs, CT 06269-3064, USA. Tel.: +1 860 486 2213; E-mail: allison.lombardi@uconn.edu.
Abstract: BACKGROUND:College students with disabilities continue to experience difficulties adjusting to the academic and social demands of university life despite an increase in recognition by postsecondary institutions. OBJECTIVE:Social support for college students with disabilities is the focus of this study. METHODS:Relationship types – specifically parent, peer, and partner supports – were examined in order to clarify their impact on the academic success of college students with disabilities at a four-year university (n = 200). RESULTS:An examination of main and moderating effects showed relationship types have differential effects on academic success outcomes, specifically college grade point average and self-reported educational, practical, and social/emotional gains. For certain outcomes, parent, peer, and partner support buffered the negative effects of course efficacy and social support satisfaction. CONCLUSION:These findings suggest that certain relationship types can make meaningful differences in positively affecting college experiences of student with disabilities, and illustrate the importance of considering relationship types and quality of social support in future research on social networks. Implications for disability services providers and secondary transition educators are discussed.
Keywords: Social support, college students with disabilities, postsecondary education, relationship types
