The relationship between perceived supportive/defensive communication behaviors of adult education instructors and the decision to drop out or persist by adult learners

Abstract

LIST OF TABLES Comparison of learners in two programs on correlations between dropout and self/other discrepancy scores Means, standard deviation, and t-tests of dropouts and persisters on four concepts of PEES test Means, standard deviations, and t-tests of persisters' perceptions of instructor supportiveness and defensiveness Means, standard deviations, and t-tests of dropouts' perceptions of instructor supportiveness and defensiveness Means, standard deviations, and t-tests of dropouts' perceptions of instructor defensiveness Means, standard deviations, and t-tests of dropouts' perceptions of instructor supportiveness Means, standard deviations, and t-tests of persisters' perceptions of instructor supportiveness Means, standard deviations, and t-tests of persisters' perceptions of instructor defensiveness Means, standard deviations, and t-tests of predicted dropouts who drop out and predicted persisters who drop out on perceptions of instructor defensiveness Means, standard deviations, and t-tests of predicted dropouts who drop out and predicted persisters who drop out on perceptions of instructor supportiveness Reasons for which predicted dropouts enrolled in current course Reasons for which predicted persisters enrolled in current course