Graham G Rifenbark
Biographic Data
| ID | 6607742 |
|---|---|
| NAME | Graham G Rifenbark |
| GIVEN NAMES | Graham G |
| FAMILY NAME | Rifenbark |
| SIGNATURE | RIFENBARK G G |
| AFFILIATIONS | University of Connecticut, Storrs, USA |
| ORCID | 0000-0003-1467-6469 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of U.S. youth with and wit…
An Intersectional Examination of College and Career Readiness for Youth With and Without Disabilities
Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities ( N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modele…
Perspectives of College and Career Readiness Among Educational Stakeholders
In this study, we sought to understand the contexts, experiences, and needs among a sample of U.S. secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants prov…
Self-Report and Administrative Data on Disability and IEP Status
Differences in perceptions of disability between students and administrators can play a role in youth’s educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data and second to examine the impact of the data source utilized on trial outcomes. The findings demonst…
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact…
Measuring Grit in Adolescents With and Without Disabilities
In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without…
Measuring Grit in Adolescents With and Without Disabilities
In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without…
Measuring Grit in Adolescents With and Without Disabilities
In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without…
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact…
Self-Report and Administrative Data on Disability and IEP Status
Differences in perceptions of disability between students and administrators can play a role in youth’s educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data and second to examine the impact of the data source utilized on trial outcomes. The findings demonst…
Perspectives of College and Career Readiness Among Educational Stakeholders
In this study, we sought to understand the contexts, experiences, and needs among a sample of U.S. secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants prov…
Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of U.S. youth with and wit…
An Intersectional Examination of College and Career Readiness for Youth With and Without Disabilities
Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities ( N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modele…
Psychology (6 works) · Disability Education and Employment (5 works) · Developmental psychology (4 works) · Medical education (4 works) · Medicine (4 works) · Mathematics education (3 works) · Clinical Psychology (2 works) · Education Systems and Policy (2 works) · Family and Disability Support Research (2 works) · Learning disability (2 works)