Stronger Than Disability: The Roles of Social Support, Self-Esteem, Self-Acceptance, and Coping on Adaptation in College Students With and Without Disabilities

An abundance of information is known about the challenges that college students with disabilities face, however, less is known about the factors that contribute to adaptation. Therefore, the present study examined the impact of social support, self-esteem, self-acceptance, and coping on life satisfaction and well-being in college students with and without disabilities. A total of 500 students (students with disabilities= 231) participated in the study. Participants completed an online questionnaire that included a demographic questionnaire and several self-report measures. Findings revealed that students with disabilities had significantly lower social support, self-esteem, self-acceptance, and adaptation index scores than students without disabilities. Results also revealed that disability status, social support, self-esteem, and self- acceptance significantly predicted adaptation. Emotion-focused coping and problem-focused did not mediate the relationship between social support and adaptation. The results may provide support and insight for rehabilitation counseling efforts, which aim to improve life satisfaction in individuals with disabilities