Abstract
(1) This study investigates the influence of a person-environment-fit on academic achievement and examines mediating effects of adjustment and satisfaction on this relationship; (2) Methods: Data were collected from a sample of 195 hearing-impaired students from five polytechnics in Malaysia that offered the Special Skills Certificate program; (3) Results: Results revealed that the two constructs of the person-environment approach: personality-major fit and needs-supplies fit were positively associated with academic achievement. The adjustment was found to mediate this relationship. Taken together, these results signal that the person-environment constructs contribute to the academic achievement of hearing-impaired students and that adjustment is instrumental in elucidating this relationship; (4) Conclusions: The finding adds to the data, indicating that the person-environment-fit is a possible model of inclusion for hearing-impaired students and also provides initial data about the functioning of hearing-impaired students in Malaysian polytechnics.
Highlights
According to the Commissioner of Law Revision [1], a disabled person (PWD) is one who has extensive physical, mental, or sensory deficiencies, possibly not being able to function fully and effectively when faced with challenging situations
All composite reliability (CR), Cronbach alpha (CA), and average variance extracted (AVE) results were higher than their respective cutoff values of 0.7 and 0.5 [50]
In response to recent calls to evaluate whether three aspects of P-E fit, namely personality major fit, ability-demands fit, and need-supplies fit, correlate with the enhanced academic achievement of HI students in polytechnics, we evaluated an integrative model in which P-E fit environment predicts academic satisfaction via two primary mechanisms: improved student adjustment and satisfaction
Summary
According to the Commissioner of Law Revision [1], a disabled person (PWD) is one who has extensive physical, mental, or sensory deficiencies, possibly not being able to function fully and effectively when faced with challenging situations. Organization [2] estimates that 5–10% of the world’s population is composed of people with disabilities. Based on the PWD registration data from the Department of Statistics [3]. The hearing-impaired (HI) category stands at the. 5th highest number compared to the categories of physically impaired, learning disability, mentally challenged, and visually impaired people. Over 5% of the population suffer from hearing loss disabilities [4]. The statistics provide an important implication towards the educational opportunities of HI students, as stated in the OKU Act 2008 [1]. The academic outcomes for these students are far from stellar
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