A Social Support Intervention to Ease the College Transition: Exploring Main Effects and Moderators

Mattanah, Jonathan F.; Ayers, Jean F.; Brand, Bethany L.; Brooks, Leonie J.; Quimby, Julie L.; McNary, Scot

doi:10.1353/csd.0.0116

Cited by 133 publications

(113 citation statements)

References 21 publications

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“…Our findings indicate that social support had a main effect on both the adjustment and academic achievement of all college students. This finding is consistent with research on students without disabilities (Mattanah, Ayers, Brand, Brooks, Quimby, & McNary, 2010;Wilks & Spivey, 2010;Yalcin, 2011), but it extends previous findings by showing that social support is a salient predictor of adjustment and achievement among college students with LD. Thus, social support received from family, friends, or teachers who believe in the young person's ability to succeed may act as a protective factor for students with LD and, therefore, is more significant in this population.…”

Section: Discussionsupporting

confidence: 91%

Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

Krisher¹,

Shechtman²

2015

IRHE

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The number of students with learning disabilities (LD) who attend postsecondary education has increased steadily over the past 20 years. This study examines the contribution of internal (academic self-efficacy and attachment style) and external (social support and institutional support) factors to the adjustment and achievement of students with LDs in the academic setting. Participants were 674 students from 24 institutions of higher education in Israel. The experimental group (n = 338) consisted of students with self-reported LD, the control group (n = 336) were students who reported they did not have an LD. Our hypothesis that students with LD would report lower academic achievements and lower levels of adjustment than would students with no LD was confirmed. A further hypothesis, that internal and external factors would both be associated with adjustment and academic achievements of LD students, was confirmed by a Structural Equation Modeling Analysis. These findings emphasize the importance of social, family and environment in the success of students with LD in higher education.

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Section: Discussionsupporting

confidence: 91%

Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

Krisher¹,

Shechtman²

2015

IRHE

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“…We have also observed some trends within the LEAP program that resonate with a study by Mattanah et al (2010), who indicate that students in programs such as LEAP who have mentors experience a considerable reduction in loneliness, which helps raise their perceptions of social support by the end of their first year. The importance of this cannot be overstated.…”

Section: Measuring Leap's Successsupporting

confidence: 82%

Leading Edge Academic Program (LEAP): A Successful Model in Programming and Collaborative Teaching and Learning

Agawu-Kakraba¹,

Gaudelius²

2013

Summer acad

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Penn State University's Learning Edge Academic Program (LEAP) has three main goals: to promote active collaborative learning on the part of students by enrolling them in two small, linked classes; to foster a better living/learning community for students entering the new environment of a large university; and to provide students with the practical skills and familiarity with the available resources necessary to succeed in that community. Specific goals that are linked to these objectives seek to enable students to engage more deeply with a body of knowledge through integrated courses and thereby achieve at higher levels, empower students to take responsibility for their own learning through active learning opportunities, encourage students to work productively as members of a team through collaborative learning opportunities, and enhance students' ability to use library and computer resources in the service of learning. The authors share here the strategic approaches that have enabled LEAP to become a successful model. Programming, collaborative teaching and learning are some of the areas that this article will explore.

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“…Studies examining the different types of social support in different contexts have yielded interesting outcomes. Mattanah et al (2010) show that perceived social support, in general, allows an individual to cope with hardship and bounce back from adversity. Zaleski, Levey-Thors and Schiaffino (1998) reported that perceived social support from friends can ease adjustment issues faced by students in college or university.…”

Section: Social Support and Resiliencementioning

confidence: 99%

The Influence of Perceived Social Support and Self-Efficacy on Resilience among First Year Malaysian Students

Narayanan¹,

Onn²

2016

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A Social Support Intervention to Ease the College Transition: Exploring Main Effects and Moderators

Cited by 133 publications

References 21 publications

Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

Factors in the Adjustment and Academic Achievement of College Students with Learning Disabilities in Israel

Leading Edge Academic Program (LEAP): A Successful Model in Programming and Collaborative Teaching and Learning

The Influence of Perceived Social Support and Self-Efficacy on Resilience among First Year Malaysian Students

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