Similarities and differences between “traditional” and “nontraditional” college students in selected personality characteristics

McGregor, Loretta N.; Miller, Holly; Mayleben, Mechelle A.; Buzzanga, Victoria L.; Davis, Stephen F.; Becker, Angela H.

doi:10.3758/bf03335213

Cited by 10 publications

(10 citation statements)

References 10 publications

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“…[10] There are two types of adult learners: the traditional adult learner (17 -24 years old) and the non-traditional learner (age undetermined). [11] According to Knowles, [10] the non-traditional adult learner is more selfdirected and goal oriented when compared to the traditional learner. While this is an asset, it is important for faculty to create meaningful assignments with a clear purpose so students do not perceive the academic assignments as "busy work".…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…[12] Pappas suggested application of Knowles' andragogy theory to the online educational environment includes strategies such as: creating learning experiences that offer minimum instruction and maximum autonomy (self-concept), include a wide range of instructional design models and theories to appeal to students' varied experience levels and backgrounds (Experience), using social media and other online collaboration tools to tie learning to social development (Readiness to Learn), to emphasize how the subject matter is going to solve prob-lems that an adult learner regularly encounters (Orientation to Learning), and provide a valid reason for every eLearning course, module or educational activity (Motivation to Learn). [11] 2. METHODS…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Know thy student: Using a graduate student learning assessment questionnaire

Hermanns

Greer²

2019

JNEP

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Background: Creating an online learning environment for today's adult learner that is engaging and conducive to meeting the various needs can be a challenge for any educator, new or seasoned. Understanding the students' perspectives of what they need from faculty to be successful is underexplored. Therefore, the purpose of this study was to describe the students' perspectives of their learning needs and motivation as reported in a faculty developed Graduate Student Learning Assessment Questionnaire (GSLAQ). Methods: A cross-sectional descriptive survey design was employed and consisted of 120 non-traditional adult learners in graduate nursing school. The demographics are as follows: 100 females (83.3%) and 20 males (16.7%) with a mean age of 34.9 years. Results: Five themes emerged: (1) motivation, (2) time orientation, (3) autonomy/role change, (4) caring, and (5) authentic engagement/communication. Conclusions: Understanding students' concerns as well as their perceptions of what they need from faculty to be successful enables faculty to better communicate with the students as well as provide the needed support as expressed by the students.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Know thy student: Using a graduate student learning assessment questionnaire

Hermanns

Greer²

2019

JNEP

View full text Add to dashboard Cite

show abstract

“…McGregor, Mayleben, Buzzanga, Davis and Becker (1991) found that the highest levels of selfesteem were found with students who had both parents attend college. As a result, the higher levels of self-esteem led to NFGCS having an easier adjustment to college.…”

Section: Psychological and Psychosocial Risk Factorsmentioning

confidence: 97%

Resilient First-Generation College Students: A Multiple Regression Analysis Examining the Impact of Optimism, Academic Self-Efficacy, Social Support, Religiousness, and Spirituality on Perceived Resilience

Davino¹

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First-generation college students (FGCS) have been identified as an at-risk population as evidenced by higher attrition rates, lower socioeconomic backgrounds, and are less engaged in the college environment when compared to their college peers. Yet despite these stressors, many will graduate college demonstrating their resilience. This study examined optimism, academic self-efficacy, social support, religiousness, and spirituality as potential protective factors for FGCS who perceive themselves to be resilient. Two-way effects were examined in order to determine if any two-way combination of the five protective factors explored in this study explained more of the variance in perceived resilience of FGCS. Demographic variables were also taken into consideration. The study surveyed 249 FGCS from a small rural state university. The regression model revealed a significant positive relationship between the protective factors of academic self-efficacy, social support, and optimism on perceived resilience. FGCS who indicated having more social support, believed themselves to be optimistic and academically self-efficacious, also perceived themselves to be highly resilient. Furthermore, male FGCS reported higher perceived resiliency scores when compared to female FGCS. The implications, limitations, and the future direction of the research were discussed. RESILIENT FIRST-GENERATION COLLEGE STUDENTS iii ACKNOWLEDGEMENTS The dissertation is a massive undertaking and would not be possible without the many people in my life providing support and encouragement in every step of the dissertation process. I would like to thank Dr. Jeff Daniels, Dr. Monica Leppma, and Dr. Roy Tunick for their constructive feedback. Their input helped raise thought-provoking questions and useful suggestions allowed me to improve my dissertation. A thank you to Dr. Katherine Byers, who was willing to take the time from her busy schedule and sit on my dissertation committee at the last stages of the dissertation process. Your time and thoughtful feedback is greatly appreciated. I want to thank Dr. Reagan Curtis whose invaluable knowledge on statistics and his ability to convey his expertise in a way for me to understand has been appreciated. I want to give a special thanks to Dr. James Bartee who always seems to find a nice balance of productive feedback and positive encouragement throughout this process. The importance of his guidance cannot be overstated. I want to thank Vicki Railing for always informing me of the necessary forms and deadlines throughout my doctoral career. Thank you for keeping me on track. I want to thank Longwood University, particularly Dr. Eric Laws from the Longwood University's IRB, and my colleagues at The Counseling Center, particularly, Dr. Wayne O'Brien and Dr. Maureen Walls-McKay. I also like to thank Vice President of Student Affairs, Dr. Tim Pierson, who did an extraordinary job of helping me recruit first-generation college students. A special thanks to my fellow graduate students who have helped me in various stag...

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“…Another study of personality characteristics of first-generation students found that they had lower levels of self-esteem, did not feel as socially accepted, and perceived themselves as significantly less creative than those students whose parents had attended college (McGregor, Mayleben, Buzzanga, Davis, & Becker, 1991). Furthermore, a study focused on low income students found they are less likely to be involved with other students or experiences on campus (Terenzini et al, 2001).…”

Section: Characteristics Of First-generation and Low-income College Smentioning

confidence: 99%

“…Second, students from rural areas may face even greater obstacles to college enrollment and completion (Abbott, 2006;Schutz, 2004;Elliott, 1989). Third, colleges and universities are increasingly challenged with engaging and developing minority, low-income, and first generation students, and while students whose parents went to college often have the social, cultural, and financial capital that promote success within a collegiate setting, those students who are the first in their families to go may be deficient in such resources (McGregor, et al,1991;Lohfink & Paulsen, 2005;Terenzini, Springer, Yaeger, & Pascarella, 1996;Ramos-Sanchez & Nichols, 2007;London, 1989;Tierney & Venegas, 2009;Khan, 2008). Finally, much can be learned from academically successful students who are firstgeneration, low-income, and from a rural background that can be beneficial to other students from similar backgrounds and to institutions of higher education.…”

Section: Rationale For Studymentioning

confidence: 99%

I had to learn that on my own : successful first-generation, low-income college students from rural areas at an urban institution.

Phillips

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Similarities and differences between “traditional” and “nontraditional” college students in selected personality characteristics

Cited by 10 publications

References 10 publications

Know thy student: Using a graduate student learning assessment questionnaire

Know thy student: Using a graduate student learning assessment questionnaire

Resilient First-Generation College Students: A Multiple Regression Analysis Examining the Impact of Optimism, Academic Self-Efficacy, Social Support, Religiousness, and Spirituality on Perceived Resilience

I had to learn that on my own : successful first-generation, low-income college students from rural areas at an urban institution.

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