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Using situated expectancy-value theory, the research analyzes how expectancy, value, and cost—along with participation in a transition program—relate to outcomes including emotions, knowledge and skills acquisition, GPA, and satisfaction. Results emphasize the combined influence of psychosocial factors and institutional support on successful transitions, and the article reviews limitations and directions for future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pathways-to-post-secondary-success-applying-situated-expectancy-value-theory-to-the-experiences-of-students-with-disabilities-and-their-peers/597085/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pathways-to-post-secondary-success-applying-situated-expectancy-value-theory-to-the-experiences-of-students-with-disabilities-and-their-peers/597085.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theory guides the study on supporting students during the post-secondary transition?","Question",{"text":112,"@type":113},"The study uses situated expectancy-value theory (SEVT) to examine expectancy, value, and cost alongside participation in a transition program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which student outcomes does the research focus on?",{"text":117,"@type":113},"The findings consider emotions, acquisition of knowledge and skills, GPA, and satisfaction as key outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is institutional support important for student transition success?",{"text":121,"@type":113},"The study highlights that both psychosocial factors and institutional support contribute to successful transitions to post-secondary education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597085,1792209633,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Pathways to Post-Secondary Success: Applying Situated Expectancy-Value Theory to the Experiences of Students With Disabilities  \nand Their Peers  \nLauren Goegan  \nUniversity of Manitoba  \nStephanie Young  \nUniversity of Manitoba  \nJustin Bouchard  \nUniversity of Manitoba  \nAli Wood-Warren  \nUniversity of Manitoba  \nAbstract  \nThe number of Canadians beginning post-secondary education (PSE) each fall continues to grow. One group in particular that is seeing an increase in numbers is students with disabilities (e.g. , learning disabilities, attention-deficit/hyperactivity disorder) . The purpose of this study was to examine how students broadly, and students with disabilities specifically, can be supported in their PSE journey. Utilizing situated expectancy-value theory (SEVT) as our guiding theory, we examined how the components of expectancy, value, and cost, alongside theattendance of a transition program, supported various student outcomes (i.e. , emotions, acquisition of knowledge and skills, GPA, and satisfaction) . Our findings highlight the role of both psychosocial factors and institutional support in promoting successful student transitions to PSE. Limitations and future research directions are also discussed.  \nKeywords: undergraduates, post-secondary education, students with disabilities, situated expectancy-value theory, success  \nRésumé  \nLe nombre de Canadiens amorçant des études postsecondaires (EPS) chaque automne continue d’augmenter. Un groupe en particulier qui connaît une hausse de ses effectifs est celui des étudiants en situation de handicap (p. ex. , troubles d’apprentissage, troubledéficitaire de l’attention avec ou sans hyperactivité) . L’objectif de cette étude était d’examiner comment les étudiants en général, et les étudiants en situation de handicap en particulier, peuvent être soutenus dans leur parcours postsecondaire. En nous appuyant sur la Situated Expectancy-Value Theory (théorie des attentes-valeur située) comme cadre théorique, nous avons analysé comment les composantes de l’attente, de la valeur et du coût, ainsi que la participation à un programme de transition, contribuaient à divers résultats pour les étudiants (c.-à-d. , émotions, acquisition de connaissances et de compétences, moyenne pondérée cumulative et satisfaction) . Nos résultats soulignent le rôle des facteurs psychosociaux et du soutien institutionnel dans la réussite de la transition vers les EPS. Les limites de l’étude et les pistes de recherche futures sont également discutées.  \nMots clés : études de premier cycle, études postsecondaires, étudiants en situation de handicap, théorie des attentes-valeur située, réussite  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur  \n55:4 (2025)  \nINTRODUCTION  \nThe transition from high school to post-secondary education (PSE) is a stressful time formost students (Parker et al. , 2018; Pascarella & Terenzini, 2005) . Nevertheless, each year anew group of undergraduate students begins this educational journey. These students come to campuses with diverse backgrounds, including whether they self-identify as students with disabilities. According to the United Nations’Convention on the Rights of Persons with Disabilities,“persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others”(United Nations, 2006, p. 4) . Indeed, these students experience unique challenges and opportunities during their time in PSE. Moreover, students may also leave PSE during their educational journey for various academic, financial, or personal reasons. To support students in achieving positive outcomes, post-secondary institutions provide a variety of services, including general academic advising, counselling services, transition programs, learning centres, and centres where students with disabilitie","cbCaivfOrbKvQl4V","https://ap.wps.com/l/cbCaivfOrbKvQl4V","pdf",350924,18,"English","# Introduction\n## Students with Disabilities","[{\"question\":\"What theory guides the study on supporting students during the post-secondary transition?\",\"answer\":\"The study uses situated expectancy-value theory (SEVT) to examine expectancy, value, and cost alongside participation in a transition program.\"},{\"question\":\"Which student outcomes does the research focus on?\",\"answer\":\"The findings consider emotions, acquisition of knowledge and skills, GPA, and satisfaction as key outcomes.\"},{\"question\":\"Why is institutional support important for student transition success?\",\"answer\":\"The study highlights that both psychosocial factors and institutional support contribute to successful transitions to post-secondary education.\"}]","Pathways to Post-Secondary Success - Applying Situated Expectancy-Value Theory to the Experiences of Students With Disabilities and Their Peers | PDF",1792084341,45]