The Role of Self-Beliefs in Predicting Postschool Outcomes for Deaf Young Adults

Garberoglio, Carrie Lou; Schoffstall, Sarah; Cawthon, Stephanie W.; Bond, Mark; Ge, Jinjin

doi:10.1007/s10882-014-9388-y

Cited by 15 publications

(12 citation statements)

References 58 publications

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“…Shogren and Shaw (2016a, 2016b) only looked at the impact of autonomy, self-realization, and psychological empowerment on Wave 5 NLTS2 outcome data. Others restricted their sample to focus on specific subpopulations (e.g., those receiving Social Security benefits or who are deaf or hard of hearing; Berry et al, 2012; Garberoglio, Schoffstall, Cawthon, Bond, & Ge, 2014). The purpose of this article, therefore, was to address this gap in the literature and examine the degree to which autonomy, self-realization, and psychological empowerment (measured while youth were in secondary school) predicted postschool outcomes.…”

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confidence: 99%

An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

2016

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This study examined, using data from the National Longitudinal Transition Study–2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment measured while youth were in secondary school) on postschool—(a) employment and payment/benefits, (b) education, (c) independent living, and (d) social engagement—outcomes. Findings suggest that up to 8 years after youth exited school, autonomy, self-realization, and psychological empowerment predict postschool outcomes. Psychological empowerment showed a strong relationship with employment wages and benefits, and autonomy and self-realization contributed to predicting independent living and postsecondary education enrollment. Implications for future research and practice are discussed.

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confidence: 99%

An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

2016

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“…Previous work has indicated that deaf adolescents' autonomous orientations, and their parents' expectations, are linked to future employment outcomes (Garberoglio et al 2014;Cawthon et al 2015). However, possible mechanisms that explain these relationships are largely unknown, and will be assessed in this study.…”

Section: The Current Studymentioning

confidence: 98%

The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

et al. 2016

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Successfully obtaining employment is a pivotal developmental milestone for many young adults, yet for some, is beyond reach. Despite advances in accessibility legislation and academic attainment, deaf young adults in the United States continue to face underemployment and underpayment. The purpose of this study is to investigate the role of autonomy in the developmental process for deaf adolescents as they navigate the transition from adolescence to early adulthood and enter the workforce. A secondary analysis of a large-scale dataset, the second National Longitudinal Transition Study (NLTS2), was conducted to test a longitudinal model of how parental beliefs and attitudes contribute to autonomy development, and in turn, how autonomous orientations and actions exhibited by deaf youths contribute to employment outcomes. The findings indicate that autonomy plays a significant role in the transition towards sustainable employment for deaf young adults. Parental expectations emerged as important antecedents of autonomy development for deaf adolescents, contributing both to autonomous motivations and independent functioning. Deaf adolescents' autonomy is linked to employment opportunities with greater opportunities for advancement and higher income, and thus offers the field a potential avenue for strengthening pathways towards sustainable employment for deaf individuals.

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“…Covariates in this analysis have largely been drawn from prior research on factors that affect educational and occupational outcomes for deaf students using the NLTS2 (Cawthon, Garberoglio, Caemmerer, Bond, & Wendel, 2015;Coyle, 2012;Garberoglio, Cawthon, & Bond, 2013;Garberoglio, Schoffstall, Cawthon, Bond, & Ge, 2014;Marschark, Shaver, Nagle, & Newman, 2015;Shaver et al, 2014), as well as for youth with disabilities as a whole (Shogren, 2013;Shogren, Kennedy, Dowsett, & Little, 2014;Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2015). Covariates in this analysis have largely been drawn from prior research on factors that affect educational and occupational outcomes for deaf students using the NLTS2 (Cawthon, Garberoglio, Caemmerer, Bond, & Wendel, 2015;Coyle, 2012;Garberoglio, Cawthon, & Bond, 2013;Garberoglio, Schoffstall, Cawthon, Bond, & Ge, 2014;Marschark, Shaver, Nagle, & Newman, 2015;Shaver et al, 2014), as well as for youth with disabilities as a whole (Shogren, 2013;Shogren, Kennedy, Dowsett, & Little, 2014;Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2015).…”

Section: Independent Variablesmentioning

confidence: 99%

“…Propensity score covariates. Covariates in this analysis have largely been drawn from prior research on factors that affect educational and occupational outcomes for deaf students using the NLTS2 (Cawthon, Garberoglio, Caemmerer, Bond, & Wendel, 2015;Coyle, 2012;Garberoglio, Cawthon, & Bond, 2013;Garberoglio, Schoffstall, Cawthon, Bond, & Ge, 2014;Marschark, Shaver, Nagle, & Newman, 2015;Shaver et al, 2014), as well as for youth with disabilities as a whole (Shogren, 2013;Shogren, Kennedy, Dowsett, & Little, 2014;Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2015). More specifically, we co-varied for all of the demographic information provided in Table 1 with the exception of degree of hearing loss (i.e., classifications of mild, moderate, and profound).…”

Section: Variablesmentioning

confidence: 99%

The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

Cawthon

Wendel

Bond

et al. 2016

Remedial and Special Education

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Individuals who are deaf have historically faced significant obstacles to equity in employment. This secondary analysis of data from the second National Longitudinal Transition Study (NLTS2) examined (a) intensive vocation-related courses taken by students who are deaf and (b) their impact on long-term employment outcomes. Deaf students in general education schools and special education schools were equally likely to take a four-course sequence of vocational classes. However, students in general education schools were less likely to enroll in at least a year of work-study courses. Propensity score analyses indicate there were no significant effects of enrollment in vocation-related course taking on employment outcomes for deaf students within the study time frame. Implications of these findings are provided both in terms of how the NLTS2 dataset is used to determine significant predictors of longer term outcomes for deaf individuals and potential inferences of nonsignificant results for the field.

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The Role of Self-Beliefs in Predicting Postschool Outcomes for Deaf Young Adults

Cited by 15 publications

References 58 publications

An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

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