Heal L W, Rusch F R
Transition Research Institute, University of Illinois, Champlain 61820.
Res Dev Disabil. 1994 May-Jun;15(3):223-43. doi: 10.1016/0891-4222(94)90013-2.
The residential independence of post-secondary students was assessed for the 2,686 interviewees of the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1987. An index of residential placement independence was the dependent variable in a regression analysis that featured 37 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). Results showed a total R2 of .443, with missing data, student maladaptive ("problem") behavior, student competence, and family characteristics all contributing significantly to the prediction of post-school residential independence.
针对1985年至1987年调查问卷期间离开美国高中的2686名全国纵向过渡研究受访者，评估了高等院校学生的居住独立性。居住安置独立性指数是回归分析中的因变量，该分析以37个社区、家庭、学生和学校项目特征作为逐块预测变量（即按受控顺序输入）。结果显示，考虑缺失数据后，总R2为0.443，学生适应不良（“问题”）行为、学生能力和家庭特征均对毕业后居住独立性的预测有显著贡献。
