Date of Award

Spring 4-16-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Pamela Spooner

Second Advisor

Dr. Randy Caffey

Third Advisor

Dr. Jim Pritchett

Abstract

The researcher recognized four independent variables identified as post-traumatic stress disorder, depression, mild traumatic brain injury, and traumatic brain injury which influenced the educational attainment of student veterans and student service members in post-secondary education. There were six dependent variables identified as integration, transitioning, social learning, social cognition, quality of life, and perceived self-efficacy which were recognized by the researcher as having influenced the educational attainment of student veterans and student service members in post-secondary education. The researcher posited higher education institutions did not fully understand or acknowledge the combat or service-related independent variables organic to student service members or student veterans when establishing and instituting assistive protocols. Most higher education institutions were not mandated to amass data regarding the success rates of this demographic of student which hindered these venues abilities to introduce sound research-based protocols designed to effectively assist student veterans and student service members in educational attainment. Data pertaining to success rates and combat/service-related detriments were not compiled by education or government entities. This research attempted to determine if the independent and dependent variables were mitigating influences critically affecting student veterans’ and student service members’ success rates in higher education. The research also attempted to establish a hierarchical order of both variable sets for the purpose of influencing future academic protocols. A hierarchical order of independent variables affecting the educational attainment of student veterans and student service members was attainable. The establishment of a iii hierarchical order of the dependent variables was unattainable. Although both variable sets were instrumental in influencing educational proficiencies, all dependent variables seemed equally important regarding the educational attainment and success of this demographic of student. A useful taxonomy of both variable sets affecting the educational attainment of student veterans and student service members in postsecondary education and influencing protocols designed to assist these students was unattainable.

Rights

Copyright 2020

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