The influence of self-efficacy beliefs for student parents attending university

Rhijn, Tricia van; Lero, Donna S.

doi:10.1080/02601370.2014.884178

Cited by 12 publications

(11 citation statements)

References 26 publications

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“…Anxiety in relation to mathematics courses was assessed by Jameson and Fusco (2014) Inventory' which consists of 21 anxiety items and which has, according to previous research, a strong internal consistency. Self-efficacy has also been the main variable in research conducted by Van Rhijn and Lero (2014) with Canadian student parents. They used the 'Academic Self-Efficacy Scale' as well as the 'Parental Self-Efficacy Scale'.…”

Section: Psychometric Scalesmentioning

confidence: 99%

The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

Boeren

2017

Adult Education Quarterly

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Publications in leading adult education journals demonstrate that quantitative research is only limited present. In order to better understand this situation, a review of journal articles reporting on quantitative research is being presented. Differences in methodological strengths and weaknesses between quantitative and qualitative research are being discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education and International Journal of Lifelong Learning.A categorisation of quantitative adult education research is being presented, as well as a discussion on why quantitative adult education does not seem to be widespread in the generic adult education journals.

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Section: Psychometric Scalesmentioning

confidence: 99%

The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

Boeren

2017

Adult Education Quarterly

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“…However, much of the data we have about EPS at community colleges is collected through national surveys: the majority of institutions do not collect these data at a college level, which inhibits researchers’ and practitioners’ ability to understand how best to serve their own populations. Although we know that EPS have many risk factors related to college success (Horton 2015 ; Shenoy et al 2016 ; Van Rhijn and Lero 2014 ), we know less about what community colleges can do to alleviate some of these risks. Our paper presents results from an evaluation of a program at community colleges to address some of these barriers experienced by EPS.…”

Section: Objectivesmentioning

confidence: 99%

Perspectives on Implementation: Challenges and Successes of a Program Designed to Support Expectant and Parenting Community College Students in Rural, Midwestern State

Askelson

Ryan

Pieper

et al. 2020

Matern Child Health J

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Objectives Expectant and parenting students (EPS) at community colleges are an underserved and often under-resourced group. In a rural, Midwestern state, the department of public health was awarded the Pregnancy Assistance Fund (PAF) grant to assist this population. This paper outlines the results of the implementation evaluation and offers suggestions for programs and evaluators working with this population in the community college setting. Methods We conducted a multicomponent evaluation utilizing quantitative and qualitative methods. Evaluation activities included tracking activities/services, surveys and interviews with participants, and interviews with community college staff implementing grant activities. The research team calculated frequencies for quantitative data and coded qualitative data for themes. Results Data from the community colleges and students’ self-reports revealed that EPS most commonly received concrete support from the program, often in the form of stipends or gift cards. Students reported that concrete support was beneficial and helped to relieve financial stress during the semester. Students’ major barriers to participation were lack of knowledge about the program and busy schedules that prevented them from accessing PAF services. Staff reported that difficulty identifying EPS and the short one-year project period were major implementation challenges. Conclusions for Practice We recommend that community colleges work to identify EPS, use fellow EPS to recruit program participants, and implement programming that works with the students’ schedules.

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“…Adapting the definition of work-family enrichment, van Rhijn and Lero (2009) claim that school-family enrichment is defined as the extent to which experiences in the school role improve the quality of life in the other role, namely the family role. Furthermore, the authors showed that being able to balance family and school roles accounts for a perception of family to school enrichment (van Rhijn & Lero, 2014).…”

Section: School-family Enrichmentmentioning

confidence: 99%

Gender Differences in School-Family Conflict and School-Family Enrichment in Nontraditional Portuguese Students

Andrade¹,

Rhijn

Coimbra

2017

The Journal of Continuing Higher Education

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In recent years, higher education institutions have made efforts to attract people who are either in the labor market or unemployed to the educational system. Accordingly, the participation of nontraditional students in postsecondary education has been increasing over the years in Portugal, including working students and working student parents. This growing phenomenon has received relatively little empirical attention since few country-level studies have been conducted targeting the combination of school with other life roles with a nontraditional student population enrolled in postsecondary education. The current study investigates the combination of school with other life roles for nontraditional Portuguese students enrolled in postsecondary education. Participants were 73 working student parents (enrolled in full-time undergraduate programs). Structural equation modeling (SEM) analysis was used to test the model. The coexistence of school-family conflict and school-family enrichment was found. Gender differences on the antecedent variables of school-family conflict and enrichment were also found, emphasizing the advantage in examining conflict and enrichment experiences simultaneously and by gender when investigating school and family relations. Implications of the findings and suggestions for future research are discussed.

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The influence of self-efficacy beliefs for student parents attending university

Cited by 12 publications

References 26 publications

The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

Perspectives on Implementation: Challenges and Successes of a Program Designed to Support Expectant and Parenting Community College Students in Rural, Midwestern State

Gender Differences in School-Family Conflict and School-Family Enrichment in Nontraditional Portuguese Students

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