Evaluating Differences in College Students’ Planned Happenstance Skills on the Basis of Disability Status

College students with and without disabilities completed measures of Planned Happenstance Skills (PHS) and reported their demographic attributes (i.e., age, year of study, gender, race/ethnicity, SES, disability status). In general, the result shows that disability status, gender, race/ethnicity, and year of study were significant predictors of PHS levels. We also examined the magnitude of differences in PHS in each dimension (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) between college students with and without disabilities after controlling for the key covariates. The result shows that college students with disabilities generally exhibited similar and slightly higher PHS levels compared to their counterparts without disabilities. Possible explanations of the results and limitations are discussed, along with implications for research and practice.