Perceived social support and academic resilience as predictors of psychological distress and wellbeing among students with disabilities in the University of Education, Winneba

IF 1.3 Q3 EDUCATION, SPECIAL Journal of Research in Special Educational Needs Pub Date : 2024-08-14 DOI:10.1111/1471-3802.12712
Delight Abla Klutsey, Alhassan Lukman Chinto, Gifty Nana Yaa Rockson, Godwin Avi, Joseph Kaningenye Foba‐Engmen, Peace Korkukorkor, Joyce Kankam
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Abstract

Students with impairment whether physical, sensory or intellectual face challenges in their quest to have inclusive education predisposing them to various stressors. Yet, studies have rarely explored this important psychological construct. This cross‐sectional study assessed the prevalence of psychological distress and how perceived social support and academic resilience predict distress in this population. A total of 101 students with hearing, visual and physical impairments were purposively sampled and administered questionnaires that measured psychological distress, social support and academic resilience. Results revealed the prevalence of psychological distress was 75.5%. Also, perceived social support (β = −0.25, p < 0.01) and academic resilience (β = −0.34, p < 0.001) significantly predicted psychological distress with perseverance (β = −0.51, p < 0.001) being the only dimension of academic resilience that predicted psychological distress. This study concludes that students with impairments have a high prevalence of psychological distress, which can be reduced through social support and resilience building interventions at both individual and group levels. We recommend that these counselling interventions be provided for students with impairment to help them deal with the challenges or stressors they encounter.
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预测温尼巴教育大学残疾学生心理压力和幸福感的社会支持感和学习适应力
有身体、感官或智力障碍的学生在寻求全纳教育的过程中面临着各种挑战,容易产生各种压力。然而,很少有研究探讨这一重要的心理结构。这项横断面研究评估了心理困扰的发生率,以及感知到的社会支持和学业适应力如何预测这一人群的困扰。研究有目的地抽取了 101 名有听力、视力和肢体障碍的学生,并对他们进行了心理困扰、社会支持和学业适应能力的问卷调查。结果显示,心理困扰的发生率为 75.5%。此外,感知到的社会支持(β = -0.25,p <0.01)和学业适应力(β = -0.34,p <0.001)能显著预测心理困扰,而毅力(β = -0.51,p <0.001)是学业适应力中唯一能预测心理困扰的维度。本研究的结论是,有障碍的学生心理困扰的发生率很高,可以通过个人和团体层面的社会支持和复原力建设干预来减少心理困扰。我们建议为有障碍的学生提供这些辅导干预,帮助他们应对所遇到的挑战或压力。
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来源期刊
CiteScore
3.00
自引率
6.70%
发文量
34
期刊介绍: Journal of Research in Special Educational Needs (JORSEN) is an established online forum for the dissemination of international research on special educational needs. JORSEN aims to: Publish original research, literature reviews and theoretical papers on meeting special educational needs Create an international forum for researchers to reflect on, and share ideas regarding, issues of particular importance to them such as methodology, research design and ethical issues Reach a wide multi-disciplinary national and international audience through online publication Authors are invited to submit reports of original research, reviews of research and scholarly papers on methodology, research design and ethical issues. Journal of Research in Special Educational Needs will provide essential reading for those working in the special educational needs field wherever that work takes place around the world. It will be of particular interest to those working in: Research Teaching and learning support Policymaking Administration and supervision Educational psychology Advocacy.
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