Support Systems, Psychological Functioning, and Academic Performance of Nontraditional Female Students

Carney-Crompton, Shawn; Tan, Josephine C. H.

doi:10.1177/0741713602052002005

Cited by 138 publications

(102 citation statements)

References 32 publications

(56 reference statements)

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“…Individuals bring personal resources to university, in the form of commitment and social support, which can enhance well-being (Perrine 2001;Sheard 2009;Carney-Crompton and Tan 2002). Well-being deficits may be balanced by positive aspects of the firstyear student experience such as social and recreational opportunities.…”

Section: Discussionmentioning

confidence: 99%

New students' psychological well‐being and its relation to first year academic performance in a UK university

Topham

Moller

2010

Couns and Psychother Res

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2New students' psychological well-being and its relation to first year academic performance in a UK university AbstractAims: This study (1) profiled the well-being of first year students entering one UK university, and (2) explored whether initial well-being and yearend academic performance were correlated. Method: 117 students (mean age 21, 67% female) completed the Rosenberg Self-Esteem Scale (Rosenberg, 1965(Rosenberg, , 1989 The failure to find a link in this study between initial well-being and academic performance at the end of the first year suggests that further investigation is required to understand how academic achievement is related to student well-being.

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Section: Discussionmentioning

confidence: 99%

New students' psychological well‐being and its relation to first year academic performance in a UK university

Topham

Moller

2010

Couns and Psychother Res

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“…For example, Gene's return from the Iraq War and Ann's broken engagement were significant, life-changing transitions in their lives that coincided with their enrollment at U of L, and such moments of transition have long been cited as a prime factor motivating adults to continue their formal educations (Merriam,Caffarella,Baumgartner,. Likewise, once adult students are enrolled they (generally) have a reputation for being among the hardestworking and highest-performing students in class (Carney-Crompton and Tan, 2002;Kasworm and Pike, 1995;Kevern et aI., 1999;Makinen & Pychyl, 2001). Adult students' reputation for hard work and excellent results is also a major point of convergence in the qualitative data from my study.…”

Section: To Not Be Afraid To Write" Case Study Ii: Ann Winfieldmentioning

confidence: 99%

Retrograde movements and the educational encounter : working-class adults in first-year composition.

Romesburg¹

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DEDICATIONI dedicate this dissertation to my loving wife. Thank you, Christine, for being my most patient, dearest, and devoted friend. III ACKNOWLEDGEMENTSWithout the support, sacrifice, and encouragement from my mother, Rae Ann Romesburg nee Heater, I might be a high-school dropout painting houses instead of a high-school dropout with a Ph.D. Thank you, mom, for your faith in me. I know I made it difficult sometimes.Bronwyn Williams is the most phenomenal teacher, mentor, colleague, and friend I've had in my academic career. His unwearying support and faith in this project when I was filled with doubts helped transform it from a scrap heap of ideas and half-thoughts into a serious and focused scholarly inquiry. Thank you, Bronwyn. I don't know of a higher compliment for a teacher than this: have faith that you've done more for your students than you will ever know. This dissertation explores the role first-year composition (FYC) courses play in the academic lives of working-class adult students in the University of Louisville, an institution that, during portions of its long history, has been a valuable educational resource for working adults in the Louisville area. A confluence of political and administrative pressures from both within and outside the institution have been working to shift U of L's focus away from being an access-oriented metropolitan university and toward the standard research university model, which has meant raising minimum standardized test scores, increasing tuition on an annual basis, and reducing the number of evening classes available. All of these factors have dramatically decreased the percentage of nontraditional-age students at U of L-both across the curriculum and in FYC courses specifically. Those nontraditional students who do remain rely heavily on the literacy sponsorship of their families, employers, instructors, and (sometimes) their fellow students. While working-class adults are frequently among the diligent students in FYC classes, they are also likely to experience some feelings of isolation and alienation that stem from being the only older student in class, which in turn might reduce their contributions to classroom discussions. And yet working-class adults enrich our VI classes immeasurably by being both exemplary students and a complicating and enriching presence, requiring instructors to interrogate composition pedagogies often designed by default for a classroom full of 18-year-old freshmen.

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“…The Association of Non-Traditional Students in Higher Education (ANTS HE) estimated that more than 47% of all college students were nontraditional (ANTSHE, 2000). Many researchers (Anderson, 2003;Carney-Crompton & Tan, 2002;City Colleges of Chicago, 2003;Haggan, 2000;Hoachlander, Sikora, & Horn, 2003;Houser, 2002;Justice & Dornan, 2001;KCTCS, 2006) use the designation "age 25 or older" to indicate student populations that are different than traditional college students.…”

Section: Reverse Transfer Researchmentioning

confidence: 99%

“…The roles played by reverse transfer students usually carry far more responsibility. Reverse transfer students also usually have less extensive support systems (Carney-Crompton & Tan, 2002). Depending on the marital status of the student and the condition of the student's relationships, a reverse transfer student may have support or stressors in the home (MacKinnon-Slaney, Barber, & Slaney, 1988).…”

Section: Marital Statusmentioning

confidence: 99%

Reverse transfer students : characteristics, motivations, and implications.

Lowrey¹

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Support Systems, Psychological Functioning, and Academic Performance of Nontraditional Female Students

Cited by 138 publications

References 32 publications

New students' psychological well‐being and its relation to first year academic performance in a UK university

New students' psychological well‐being and its relation to first year academic performance in a UK university

Retrograde movements and the educational encounter : working-class adults in first-year composition.

Reverse transfer students : characteristics, motivations, and implications.

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