Predicting Quality of Life and GPA among Postsecondary Students with Psychiatric Disabilities

• Other Authors: Haemmelmann, Katie L. (Katie Lynne) (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Psychology
• Online Access: http://purl.flvc.org/fsu/fd/FSU_FA2016_Haemmelmann_fsu_0071E_13562

Tens of thousands of students with psychiatric disabilities are enrolled in postsecondary education (Souma, Rickerson, & Burgstahler, 2012) and approximately one in five postsecondary students experience a mental illness (Substance Abuse and Mental Health Services Administration [SAMHSA], 2013); yet the field of psychology and rehabilitation psychology does not have a comprehensive understanding of what factors may influence outcomes. This study examined postsecondary students with psychiatric disabilities and potential predictors of quality of life (QOL) and academic achievement. This study’s aim was to determine whether person, disability, and environmental variables, as set forth by the psychosocial model of Vash and Crewe (2004) would predict the QOL and academic achievement of postsecondary students with psychiatric disabilities. Additionally, this study assessed gender differences on specific variables within the context of Vash and Crewe’s (2004) framework. QOL was measured using the WHOQOL-BREF (WHO, 1996), coping was measured using the Coping Strategies Inventory - Short Form (CSI-S; Tobin, 1995), and symptom severity was measured using the Sheehan Disability Scale (SDS; Sheehan, 1983). Further information was collected for variable usage within the demographic question. This included: academic achievement (grade-point average), services utilized at their disability service center, and enrollment status (full-time versus part-time). A linear regression was used to determine if person, disability, and/or environmental variables would predict the QOL and academic achievement. Coping and symptom severity were identified as significant predictors of QOL across all four domains. The number of services utilized was identified as a significant predictor within the domains Physical and Social for QOL. No other predictors were identified for QOL, furthermore, this study did not identify predictors of academic achievement. Next, a MANOVA was conducted to assess for gender differences across QOL, academic achievement, and coping. No significant findings were revealed. Possible explanations for both significant and non-significant findings are discussed in detail. === A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Fall Semester 2016. === November 10, 2016. === academic achievement, college students, postsecondary students, psychiatric disabilities, quality of life === Includes bibliographical references. === Deborah J. Ebener, Professor Directing Dissertation; Amy Burdette, University Representative; Angel Canto, Committee Member; Deborah Osborn, Committee Member.