Motivations of Traditional and Nontraditional College Students: From Self-Determination and Attributions, to Expectancy and Values

Johnson, Marcus Lee; Taasoobshirazi, Gita; Clark, Lauren; Howell, Leah M; Breen, Mishele

doi:10.1080/07377363.2016.1132880

Cited by 37 publications

(19 citation statements)

References 51 publications

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“…For CCT students, time is a pressing issue. In western countries, most CCT students are non-traditional students (i.e., older university students) with family, work and study responsibilities [96,97]. In Asian countries, such as Hong Kong, the ages of CCT students and freshmen entrants are similar.…”

Section: Discussionmentioning

confidence: 99%

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

et al. 2020

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Unlike the studies of freshmen entrants, the learning experiences of community college transfer (CCT) students in the receiving university is a topic that has only started to gain attention in recent decades. Little is known about the differences between CCT and freshmen entrants with regard to their study workload stress and its relationship with their perceptions of the teaching and learning environment, approaches to learning, self-efficacy and generic skills. The purpose of our study was to address this gap. This was a cross-sectional survey study conducted from April 2018 to November 2018 in a university in Hong Kong. The HowULearn questionnaire was adapted to local usage and validated for data collection. In total, 841 CCT students and 978 freshmen entrants completed the survey. The respondents were aged between 19 and 52 years (mean = 21.6, SD = 1.92), and 66.0% were women. The HowULearn questionnaire was determined by factor analyses to have eight factors. The reliabilities of the eight factors were found to be acceptable (Cronbach alphas = 0.709-0.918). The CCT students scored significantly higher than the freshmen entrants for perceived study workload stress and surface approaches to learning, but lower on teaching for understanding & encouraging learning, peer support, and self-efficacy beliefs. The surface approach to learning, deep & organized studying, alignment & constructive feedback, and generic skills were found to be predictors of study workload stress in both groups of students, and in the overall student data. This study has shown that CCT students and freshmen entrants differed with regard to their study workload stress and learning experiences. Our findings provide a message, both for educators in higher education and policy makers in the government-there is not a one-size-fits-all approach to different student populations when it comes to enhancing their learning experiences.

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Section: Discussionmentioning

confidence: 99%

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

et al. 2020

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“…Accordingly, mature undergraduates frequently cite as motivations a desire to role model for children or give back to their communities [32,33]. Older undergraduates are less concerned with the social aspects of college than younger students and are more motivated by interest in subject matter [34][35][36].…”

Section: Heterogeneity By Agementioning

confidence: 99%

Predictors of College Enrollment across the Life Course: Heterogeneity by Age and Gender

Monaghan

2021

Education Sciences

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Undergraduate college-going is now undertaken well into adulthood, but knowledge about what leads individuals to enroll derives nearly entirely from the study of the “traditionally-aged”. I examine whether and how predictors of enrollment vary as individuals progress through the life-course using nationally representative data from the United States, following a cohort from ages 18–45. Measures of social background and academic preparation are only weakly predictive beyond age 24, while the effects of gender are largest after age 35. Marriage appears to be a barrier to enrollment among males and females, but only until age 25. Involuntary job loss spurs college-going most strongly among those aged 35 or older, and particularly among women. Among those over age 25, marital dissolution predicts enrollment positively among females but negatively among males.

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“…There are almost no studies of teaching motivation in continuing higher education, but there are a few reviews of faculty participation in online distance education (Maguire 2005). If teaching motivation has been investigated, then it has been conducted in the traditional undergraduate studies and has not examined the question of continuing higher education (Daumiller et al 2020;Wilkesmann and Lauer 2020) or the motivation of students in continuing higher education (Völkening et al 2010;Johnson et al 2016). The reasons why university faculty become involved in continuing higher education are often related to the joy they feel in dealing with adult students.…”

Section: Introductionmentioning

confidence: 99%

The influence of relatedness and organizational resources on teaching motivation in continuing higher education

Wilkesmann

Vorberg

2021

ZfW

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This article will answer the research question if relatedness and organizational resources influence the teaching motivation in continuing higher education, whereby a distinction is made between intrinsic and extrinsic motivation. Self-determination theory is used as the theoretical underpinning. We conducted a survey of 549 continuing higher education university faculty. Regression analysis determined that relatedness was correlated with intrinsic teaching motivation but was not correlated with extrinsic teaching motivation. Meanwhile, organizational resources increase both intrinsic and extrinsic teaching motivation. Professors are more extrinsically motivated than other faculty. The older university faculty tends to be less extrinsically and more intrinsically motivated. Additionally, female university faculty are more intrinsically motivated than male university faculty.

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Motivations of Traditional and Nontraditional College Students: From Self-Determination and Attributions, to Expectancy and Values

Cited by 37 publications

References 51 publications

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

Predictors of College Enrollment across the Life Course: Heterogeneity by Age and Gender

The influence of relatedness and organizational resources on teaching motivation in continuing higher education

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