The present study sought to underline the need for expanded transitioning college programming to the 2nd year by examining dysfunctional career thoughts among college students with learning disabilities (LDs). Multivariate analysis of variance (MANOVA) was used to examine the mean differences between 93 college sophomores and seniors with LD on the three subscales of the Career Thoughts Inventory (CTI). Findings from the MANOVA showed significant mean differences among groups. Follow-up analysis found that sophomores showed significantly higher dysfunctional career thoughts than seniors. Seniors displayed substantially lower mean scores on the CTI subscales than sophomores. Findings support the need to extend transition programming that includes addressing students’ dysfunctional career thoughts beyond the 1st year to help ease college transition difficulties and thus promote persistence and retention of students with LD. Research and practice implications are presented for career scholars and practitioners working with college students with LD.

本研究试图通过研究学习障碍大学生（LDs）中功能失调的职业思想，强调将大学课程扩展到第二年的必要性。方差的多元分析（MANOVA）用于研究职业思想调查表（CTI）的三个子量表上93名大学二年级学生与LD老年人之间的平均差异。MANOVA的发现显示各组之间存在显着的均值差异。后续分析发现，大二学生的机能障碍思想要比大二学生高得多。老年人在CTI分量表上的平均得分远低于大二学生。研究结果支持扩展过渡计划的必要性，其中包括解决学生一年级以后功能失调的职业思想，以帮助缓解大学过渡困难，从而促进具有LD的学生的坚持和保留。研究和实践意义提供给与LD的大学生一起工作的职业学者和从业人员。