Factors Influencing Persistence Among Nontraditional University Students

Markle, Gail

doi:10.1177/0741713615583085

Cited by 103 publications

(108 citation statements)

References 28 publications

(64 reference statements)

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“…Learners do not simply receive information from instructors, but also process information using mental activities (Hosenfeld, 1976;Yang, Hwang, & Yang, 2013). Among the growing student populations, adult learners are typically identified as 25 years old or over and do not continue enrolling as students in a formal education system after completing their first or former education (Bye, Pushkar, & Conway, 2007;Markle, 2015). In addition, they are often considered as selfregulated learners, who usually engage in self-generated thoughts, actions, and feelings when pursing academic goals (Bandura, 1997;Kellenberg, Schmidt, & Werner, 2017;Zimmerman, 2000).…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors

Lin¹

2019

JGER

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The number of adult learners is growing rapidly in the US institutions, and these learners have become an important student population in colleges. Therefore, it is important to understand their learning strategies in order to better assist them to achieve academic goals. Meanwhile, US institutions have dramatically increased the number of international English as a Second Language (ESL) students. Thus, to better understand these students' learning strategies and help them succeed is a need. Therefore, the purpose of this study is to investigate the differences in learning strategies (i.e., cognitive and metacognitive strategies and resource management strategies) of adult learners regarding non-native status (international ESL learner vs. native speaker American learner), gender, and study majors. Two hundred and thirty-six adult learners participated in the study, and results indicated all these three variables have significant influences on these learners' learning strategies.Studies identified several self-regulated learning strategies, such as self-evaluating, organizing and transforming, seeking information, goal-setting and planning, and rehearsing (Zimmerman & InstrumentThe Motivated Strategies for Learning Questionnaire (MSLQ) along with a demographic questionnaire were used in the study. MSLQ, which consisted of 81 items, was developed by Pintrich and Garcia (1991). Students rated themselves on a 7-point Likert scale, from 1 (not at all true of me) to 7 (very true of me). Scores for the individual scales were computed by taking the mean of the items which made up the scale. The Cronbach's alpha of MSLQ ranges from 0.52 to 0.93.The MSLQ instrument, which consists of 15 sections, is modular, and it allows scholars to use sections together or individually. Therefore, based on previous literature and the research questions 62 Lin: Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors Published by Scholar Commons, 2019

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Section: Introductionmentioning

confidence: 99%

Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors

Lin¹

2019

JGER

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“…FY programmes are designed for non-traditional students and those with poorer prior educational attainment, two groups clearly identified as being at greater risk of leaving university early (Rose-Adams, 2012). For such non-traditional students there are two key factors that contribute to persistence with studies: achieving good grades and confidence about graduating (Markle, 2015). The task of FY programmes is to help students who progress to degree level to achieve these objectives through both the necessary learning skills and through early experience of the university learning context to give them confidence in their own ability.…”

Section: Introductionmentioning

confidence: 99%

Predicting Retention, Understanding Attrition: A Prospective Study of Foundation Year Students

Sanders¹,

Daly²,

Fitzgerald³

2016

Wide Particip Lifelong Learn

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The aim of this study was to evaluate two psychometric tools for identifying students at risk of failing to progress from a Foundation Year (FY) programme, a preparatory programme for those without the qualifications to enrol directly on to an undergraduate degree. Students from four FY programmes across two UK universities were invited to complete the survey at the start of the academic year (Time-1) and again towards the end of the FY (Time-2). The survey comprised the Academic Behaviour Confidence and Performance Expectation Ladder scales designed to measure students' expectations of their academic performance and achievement. From a total of 198 participants (85% of enrolments), 90 completed measures at both points. End of year examining board outcomes were matched to the survey data. Time 1 data showed that two subscales of the confidence measure, Grades and Attendance, were indicative of subsequent progression issues. At Time 2, diminishing expectations were evident amongst those who subsequently failed to progress indicating a process of disengagement. Therefore these measures could be used to identify students who might benefit from targeted interventions to help uncertain new entrants access the benefits that Higher Education can provide.

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“…In this study, it took an average participant several days or even weeks to learn and practice the new system. It was possible that long‐term learning goals were not powerful enough to overcome other situational factors, such as job or family commitment (Markle, ). Rather, the short‐term objectives defined by participants themselves may be easier or more realistic to accomplish (Mezirow, 1997).…”

Section: Discussionmentioning

confidence: 99%

An Examination on the Effect of Prior Knowledge, Personal Goals, and Incentive in an Online Employee Training Program

Zha

Adams

Calcagno-Roach

et al. 2017

New Horizons in Adult Education and Human Resource Development

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This study explored factors that predicted learners' transformative learning in an online employee training program in a higher education institution in the U.S. A multivariate multiple regression analysis was conducted with a sample of 74 adult learners on their learning of a new learning management system. Four types of participants' behaviors were measured and aligned with 3 phases of transformative learning, namely, number of active visits in Phase 1, alignment of personal goals with actual actions in Phase 1, number of posted messages in Phase 4, and program completion in Phase 6. Results showed that prior knowledge was the strongest predictor of the early stages of transformative learning. Financial incentive had an effect on participants' Phase 1 of transformative learning. No significance was observed regarding the impact of personal goals. Implications and suggestions on providing and improving technology online training to employees were discussed in the end of this article for practitioners and researchers.

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Factors Influencing Persistence Among Nontraditional University Students

Cited by 103 publications

References 28 publications

Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors

Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors

Predicting Retention, Understanding Attrition: A Prospective Study of Foundation Year Students

An Examination on the Effect of Prior Knowledge, Personal Goals, and Incentive in an Online Employee Training Program

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