Publisher's Synopsis
This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies (engagement-type and disengagement-type coping), and perceived social support in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes
included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college. A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study.
