Table 3.

Decomposition of Estimated Direct and Indirect Effects of Mental Disability on Bachelor’s Degree Completion and Contribution of Academic Preparation and Postsecondary Processes to the Indirect Effect.

Decomposition of direct and indirect effect
	APE	(SE)
Total effect	−0.166	0.036
Direct effect	−0.057	0.035
Indirect effect	−0.110	—
Contribution to indirect effect
	%	(Sig.)
Academic preparation
HS GPA	5.31	*
Completed calculus in HS	0.39
SAT (in 100s)	0.00
Expected a graduate degree	−1.97
Expected a professional degree	−3.52
First-year academic performance
GPA	39.86	*
Ever failed	7.30	*
Ever withdrew	3.89
First-year integration
Social integration scale	−0.07
Academic integration scale	0.10
Lowered educational expectations	12.71	*
Lived on campus	−0.92
Disrupted enrollment patterns (first two years)
Ever enrolled part time	−1.28
Ever stopped out	22.50	*
Type of transfer
Horizontal	3.22
Downward	4.65

Note. N = 7,570. No health impairment is omitted reference. Models include controls for institutional selectivity, demographic attributes, and the use of academic services in higher education. Results are presented as APE. Standard errors (SE) are presented in parentheses. SE of difference are not yet known for APE method (Kohler, Karlson, and Holm 2011). APE = average partial effect; HS = high school; GPA = grade point average. All the p values are based on two-tailed tests.

^*p < .05.