The Impact of Relationship Types and Social Support Satisfaction on Academic Success for College Students With Disabilities

• In Event: 75.057 - Transition Planning and Postsecondary Outcomes for Individuals With Disabilities

Abstract

While social support has been found to have positive effects for all college students, little is known about how it affects those with disabilities specifically, or about how types of relationships provide different kinds of support. In this study, relationship types –parent, peer, and partner -- were examined to clarify whether certain types of support had different impacts on academic success of college students with disabilities at a four-year university (n = 200). Results indicated that relationship types had differential effects on academic success outcomes. For certain outcomes, parent, peer, and partner support buffered the negative effects of course efficacy and support satisfaction. These findings suggest the importance of considering relationship types and quality of social support in future research.

Authors

• Jennifer S. Kowitt, University of Connecticut

• Allison Lombardi, University of Connecticut