Date Presented 04/03/2025
Neurodivergent students have lower college graduate rates. Self-determination predicts college success and can be fostered through coaching. This group coaching study aims to enhance self-determination among neurodivergent undergraduate students.
Primary Author and Speaker: Kathryn McLaughlin
Additional Authors and Speakers: Emdadul Hoque, Mert Kuzhan, Janine Rajauski
Contributing Authors: Marie-Christine Potvin, Namrata Grampurohit, Catherine Robinson, Christyn Mitchell, Stephen Podowitz-Thomas
PURPOSE: Neurodivergent (ND) undergraduate students’ graduation rates are ∼20% lower than peers with self-determination a key factor (Bakker et al., 2023, Ju et al., 2017; Violi, 202). Individual coaching, using the Coaching in Context (CinC) model, supports students’ self-determination (Potvin et al., 2023). This study aimed to expand this work to group coaching.
DESIGN: A mixed methods pilot study investigated changes in self-determination (i.e., autonomy, self-efficacy, and belonging) pre/post group coaching with ND undergraduates recruited through convenient sampling.
METHOD: Participants (n=9), divided into two groups, participated in 10-group coaching sessions facilitated by coaches trained in the CinC model. Each participant completed pre/post data collection individually. Qualitative data was extracted from the transcribed audio recordings of the group coaching sessions.
RESULTS: Data collection and analysis regarding the three elements of self-determination is ongoing with baseline levels available (i.e., mean self-efficacy = 30.67/40; belonging = 22.10/50; relationship closeness = 2.50/7). Qualitatively, participants valued the group coaching sessions (‘I like having these groups to talk about things,’ P10), and they appear to positively impact self-determination, as shown in participants’ reflections on autonomy (‘I want to prove to myself that I can be better, because I know I can,’ P19), self-efficacy (‘I feel a lot more prepared to work on problems,’ P26), and belonging (‘Makes me feel like I'm not the only one struggling,’ P9).
CONCLUSION: Occupational therapy-led group coaching has the potential of enhancing self-determination and thus fostering academic persistence in ND undergraduates. Group coaching is resource-efficient and provides a context in which belonging can more readily grow.
IMPACT: This study is the first to explore the value of group coaching within occupational therapy.
References
Bakker, T., Krabbendam, L., Bhulai, S., Meeter, M., & Begeer, S. (2023). Study progression and degree completion of autistic students in higher education: a longitudinal study. Higher Education, 85(1), 1–26
Ju, S., Zeng, W., & Landmark, L. J. (2017). Self-Determination and Academic Success of Students With Disabilities in Postsecondary Education: A Review. Journal of Disability Policy Studies, 28(3), 180–189. https://doi.org/10.1177/1044207317739402
Potvin, M. C., Ryan, M., Zolotnitsky, L., Carr, K., & Beach, C. (2023). Coaching supports students with disabilities goal attainment in higher education. Coaching: An International Journal of Theory, Research and Practice, 17(1), 16–31. https://doi.org/10.1080/17521882.2023.2223668
Violi, P. K. (2021). Becoming self-determined: Improving self-determination skills in college students with disabilities (Doctoral dissertation, Arizona State University). https://www.proquest.com/dissertations-theses/becoming-self-determined-improving-determination/docview/2610487534/se-2
