The authors investigated the academic self‐concept of students age 50 and older who are in career transition to identify their perceptions of their academic abilities and the teaching and learning environment.
This study examined the predictors of the academic self-concept of 130 older adults (50 to 68 yr.). The Levenson Multidimensional Locus of Control Scale, the Gregorc Style Delineator, and the Drummond Academic Self-concept Scale and a demographic data sheet were completed by the adults. In stepwise regression, age and enrollment status plus learning style variables accounted for 11.5% and 4.5% of the variance, and the three locus of control scales for 33.1%. How older learners tend to feel about themselves and their world influences their perception of their academic environment more than their preferred modality of learning.
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