Predicting Women's Persistence in Adult Literacy Classes with Dispositional Variables

Ziegler, Mary; Bain, Sherry K.; Bell, Sherry Mee; McCallum, R. Steve; Brian, Donna Jg

doi:10.1080/02702710500542668

Cited by 10 publications

(11 citation statements)

References 26 publications

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“…Similar to the field of adult learning in general (Merriam, Caffarella, & Baumgartner, 2007), researchers who study adult literacy attrition issues often focus on the obstacles adults face while trying to access educational classes (e.g., Quigley, 1997; Ziegler, Bain, Bell, McCallum, & Brian, 2006). Obstacles often are characterized as situational (i.e., student-related issues, such as lack of childcare or transportation), institutional (i.e., program-related issues, such as scheduled class times), and dispositional (i.e., issues related to students’ beliefs and feeling about learning, such as self-esteem).…”

Section: Introductionmentioning

confidence: 99%

“…In a more recent study, Ziegler et al (2006) collected background information and administered their in-house developed Adult Education Persistence Scale (AEPS) to 245 female adult struggling readers who read on average at the sixth grade level and who were offered the opportunity to attend literacy classes 20 hours a week during a 12-week period as part of a welfare reform initiative. The AEPS scale measured issues of self-efficacy, resilience, attitudes toward school, and attributions for academic failures.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the studies showed diverse findings in terms of skills, which perhaps related to what was tested. For example, when TABE scores were used, skill-level differences were noted with students with higher scores persisting more (Dirkx & Jha, 1994; Ziegler et al, 2006). However, as Sabatini’s study indicates, different tests can show varying differences in terms of persistence (e.g., some TOWRE and WJ subtest scores differentiated persisters from nonpersisters, but other subtests did not).…”

Section: Introductionmentioning

confidence: 99%

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Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions

et al. 2012

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Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 hours of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions

et al. 2012

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“…Typically, adult education research views persistence as supported by motivations and hindered by situational and programmatic barriers. Some researchers (e.g., Quigley, 1997; Ziegler, Bain, Bell, McCallum, & Brian, 2006), however, suggest that study of individual dispositional factors, as opposed to situational and program factors, could yield insights on reasons adults, who had sufficient motivation to enroll in ABE/ASE, do not persist in these programs. Indeed, given the challenges of adult literacy program attrition and the complexities of adult decision-making, policy makers, program administrators and intervention developers may benefit from understanding more about the dispositions of individual ABE/ASE learners.…”

Section: Introductionmentioning

confidence: 99%

Dispositional factors affecting motivation during learning in adult basic and secondary education programs

et al. 2012

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Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students’ goals, goal-directed thinking and action based on hope theory and attendance behaviors, and self-perceptions of competency based on affective domain attributions about external and internal obstacles to learning and employment, and demographic factors. Among 274 ABE/ASE students, those learners who made an education gain in 1 year significantly differed from those who did not in only a few dispositional or demographic variables; and by educational level they significantly differed in a wide variety of dispositional and demographic variables. These findings suggest researchable questions and programmatic considerations that may lead to future innovations that improve learner persistence.

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“…[31] The Adult Persistence Scale, developed by educators, has demonstrated reliability in predicting persistence in those enrolled in adult literacy courses. [34] 4. DISSCUSSION AND CONCLUSION Summary and next steps Persistence, as an academic and personal concept, is a phenomenon experiencing international concern among institutions of higher education.…”

Section: Assessing Persistencementioning

confidence: 99%

Academic persistence among nursing students: A concept analysis

Kennel

Ward-Smith

2017

JNEP

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Background: Persistence, in academic settings, has been identified as a critical variable for success. Different than retention and attrition, persistence, as a personal characteristic, describes the student who progresses, despite opposition or importunity. Methods: The Walker and Avant framework was used to guide the analysis of the concept of academic persistence, specifically as it applies to nursing education. Results: Barriers to persisting, among nursing students, include academic and personal variables. As faculty, we are concerned with and responsible to provide interventions that address academic barriers to persistence; there is little we can, or should do with personal barriers. Conclusions: Being able to identify the difference between academic and personal variables is the initial step in providing appropriate, and valued interventions.

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Predicting Women's Persistence in Adult Literacy Classes with Dispositional Variables

Cited by 10 publications

References 26 publications

Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions

Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions

Dispositional factors affecting motivation during learning in adult basic and secondary education programs

Academic persistence among nursing students: A concept analysis

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