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Dissertations / Theses on the topic 'Adult students'

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Published: 4 June 2021
Last updated: 26 July 2024

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1

Valtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.

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The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.
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Haggan, Paul S. (Paul Stephen). "Adult Discouragement: Traditonal College Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279255/.

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This study resulted in the development of the Discouragement Scale for Adults (DSA), an assessment instrument for the Adlerian construct of discouragement in adults more than 18 years of age. The DSA is a 60-item instrument that contains five sub-scales corresponding to five life tasks identified in Adlerian literature as work, love, society, self, and spirituality. Age, gender, and ethnicity norms were established for the DSA using a diverse sample (N=586). Additional normative data was developed with a presumed discouraged sample (N=47), and a special sample of traditional college students aged 18-27 years (N=531). Findings on the norm sample indicated that females are less discouraged than males on the Total DSA and on society and spirituality sub-scales. The 18-34 year old group was more discouraged than other age groups on the Total DSA and on work, society, and spirituality sub-scales. Presumed discouraged sample findings indicated that females were less discouraged than males on the society sub-scale. College student findings indicated that females were less discouraged than males on the Total DSA and sub-scales of love, society, spirituality, and work. A significant difference was found among ethnic groups in self sub-scales. Students with no absences per week were less discouraged than students with two absences per week. Students with lower grade point averages (GPA) were more discouraged on the Total DSA and work sub-scales. DSA internal consistency coefficients were .9392, .9496, and .9327 for norm, presumed discouraged, and college student samples respectively. Correlations between DSA and two social interest surveys reflect an inverse relationship between discouragement and social interest. Results indicate that the DSA is a useful assessment instrument for research and counseling purposes with college students. Further research should include greater geographical and ethnic diversity as well as validation among diverse college samples and non-traditional students. Additionally, a standard range of scores should be established to indicate varying levels of discouragement.
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Prendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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McIsaac, Susan Mary. "Discerning adult students' developmental distinctions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58577.pdf.

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5

Shetty, Sandeep. "Economic Essays on Adult Students." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/294042.

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Adult students are an important component of the current U.S education landscape. They account for over 40% of the degree-seeking fresh enrollees in the U.S. colleges and according to the U.S. Department of Education, their growth will soon outpace that of traditional students. Adult students have also received considerable attention in higher education policy circles as an important resource to meet the future skills demand in U.S. industries. The focus on adult students is integral to sustaining the health of the U.S economy. Chapters in this dissertation aim to understand and quantify issues surrounding adult students. Chapter 1 of this dissertation analyzes the characteristics and factors that help or inhibit the decisions to return to school of adult students. Using an endogenous switching model and data from the Survey of Income Program and Participation (SIPP) 2008, I examine the determinants of the return decision. The results show positive selection bias from observed earnings of those who return, and the probability of returning to school hinges significantly on family size, family income, and the presence of children under 18. Chapter 2 analyzes the pecuniary returns to returning adults using the National Longitudinal Youth Survey of 1979 (NLSY79). I find 10-20% returns to returning adults across different education degrees. I also find that the post-return experience premium is higher for returners relative to non-returners. Chapter 3 analyzes the degree of persistence or state dependence in enrollment behavior of adult students using NLSY data from 1989-1994 and dynamic panel estimation methods. The results suggest that state dependence effects exist with respect to the previous enrollment incidence for men and women. For men I find that about 20% of the observed persistence in the enrollment probability is accounted for by state-dependence, as compared with roughly 36% for women.
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Channing, Jill. "Increase Access for Adult Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4879.

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Are you seeing a decline in your population of adult students? Are you wondering how to reach, enroll, engage, and retain these students? This interactive session will present a framework for recruiting adult students and will give participants an opportunity to develop their own adult student recruitment and retention plans.
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Gerhard, Gabrielle. ""It was like a first step" : student transitions from adult basic education participation to community college enrollment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7702.

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8

Alton, Kristian Leigh. "Exploring the Guilt-Proneness of Non-Traditional Students." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/885.

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Current political forces see education as a potential solution to the economic slide the United States is experiencing. This push toward higher education and resulting employment creates a conflict for women expected by society to serve as primary caregivers of children. Research suggests that working mothers experience feelings of guilt related to the conflict between parenting and employment roles that may come from failure to personify the intensive mothering ideology. Student parents potentially share this guilt but few studies exist that investigate this. The results of this study suggest that student parents do experience guilt and identify relationships between guilt, gender, and relationship status. The nature of these relationships is unclear at this time, highlighting the need for further research
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Countryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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10

Soule, Kathryn Danielle. "Student services for adult undergraduate students at Virginia's four-year colleges." Full text, Acrobat Reader required, 1998. http://viva.lib.virginia.edu/etd/theses/soule98.pdf.

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Miller, Ernestine V. "Perceived relation of adult community college students between quality of effort and outcome gains adult students at one community college /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5522.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.
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Horton, Dianne Wahl. "Comparisons of the Needs of Adult Learners by Faculty Student Services Staff and Adult Students at a Selected Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331762/.

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The problem with which this study is concerned is assessing the relationship between the expressed needs of adult community college students and their needs as perceived by selected faculty members and student services staff members at a metropolitan community college. The population of the study was 201 adult students and 77 faculty and student services staff members who took the Adult Learner Needs Assessment Survey, a publication of the American College Testing Program. The data results were analyzed statistically using one-way analysis of variance and the Scheffé multiple comparison procedure. Data were considered statistically significant at the .01 level on all eight hypotheses. Based on the data findings, the following conclusions appear to be warranted. 1. The Adult Learner Needs Assessment Survey seems to provide useful needs assessment information in a convenient format for large scale research. 2. The instrument seems to provide a useful tool for gathering data on the perceptions of the needs of adult learners from community college employees. 3. Both faculty and student services staff groups seem to perceive adult students as needing more assistance with educational and personal needs than is reported by adult students. 4. Both faculty and student services staff groups perceptions of the needs of adult learners, when compared to the needs reported by adult students, appear to be less accurate for those needs for which a lesser degree of assistance is needed and more accurate for those needs for which a greater degree of assistance is needed. 5. The perceptions of the needs of adult learners by both faculty and student services staff groups appear notably similar. 6. This research, using a more rigorous level of significance, validates the general findings of similar research. 7. The research methodology and the use of analysis of variance and Scheffé test as statistical procedures proved to be useful in comparing perceptions of adult learner needs by faculty and student services staff groups to the stated needs of adult students.
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Hung, Vu, and n/a. "Errors in English by Vietnamese adult students." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060731.141007.

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This study is mainly concerned with the common errors Vietnamese adult students make in learning English as a second/foreign language. Using the tools of contrastive analysis and error analysis, the researcher decribes and examines certain areas of similarity and difference between English and Vietnamese on some grammatical aspects, and then analyses the errors made by the Vietnamese students in two different learning contexts and at different levels of proficiency. This studies consists of six chapters : Chapter 1 introduces the position of English in Vietnam at present, raises the problems encountered in the teaching and learning of English in Vietnam, and states why this study is necessary. Chapter 2 is the summary of the main theories of second language acquisition and some of the principal studies of Vietnamese grammar. Chapter 3 discusses the techniques of contrastive analysis and error analysis, which provide bases for the comparative study in Chapter 4 and the error analysis in Chapter 5. In Chapter 4, a contrastive study is undertaken of eleven aspects of English and Vietnamese grammar, which serves as the basis for the discussion in Chapter 5. Chapter 5 presents an analysis of the common errors Vietnamese students make in two different learning contexts in Vietnam and in Australia. It also discusses the various strategies the students use in order to achieve language proficiency. Finally, some conclusions concerning the attitude towards, and the treatment of, errors are mentioned in Chapter 6. It also provides suggestions for further study in the subject area.
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Martinez, Liza E. "Adult Hispanic ESL Students and Graded Readers." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606825.

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Adult Hispanic ESL students in rural San Luis, Arizona, face a challenging situation. Since San Luis lies on the southwestern tip of Arizona and borders with Mexico, Spanish is the predominant language. English, on the other hand, is mostly heard in classrooms. This can be a predicament for adult Hispanics who need to be proficient in English in order to excel at college or university. What can be done to assist these students? The literature states that one becomes a better reader by reading extensively (Krashen, 1999; Grabe, 2009). How does one get ESL students to read extensively if they are stymied by their limited vocabulary? A solution is graded readers. These are books written specifically for second/foreign language learners and consist of seven to eight levels. According to the literature, as individuals read through the different levels, their vocabulary and reading comprehension will increase (Nation and Wang, 1999; The Extensive Reading Foundation, 2011). Eventually, they will be able to comprehend text written specifically for native English speakers (Waring, 1997).

A mixed-methods study was conducted to assess the effect that graded readers vis-á-vis Scaffolded Silent Reading (ScSR) had on adult Hispanic ESL students at a community college on the U.S.-Mexico border. The areas examined were vocabulary growth, reading comprehension, and reading attitude. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group had a positive attitude towards reading graded readers through Scaffolded Silent Reading.

There is the need for further studies of a longer duration with adult Hispanic ESL students who live on or near the U.S.-Mexico border. The findings could build on this preliminary study. Furthermore, they contribute to the literature on extensive reading in general and graded readers through Scaffolded Silent Reading, specifically. .

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Kelly, Kathleen F. Franklin David L. "Forecasting adult participation in higher education." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514775.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 8, 2005. Dissertation Committee: David Franklin (chair), John L. Brickell, Edward R. Hines, William E. Piland, Robert A. Wallhaus. Includes bibliographical references (leaves 165-170) and abstract. Also available in print.
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Smith, Christopher. "An analysis of structural changes in the provision of continuing education services indications of a shift in higher education access /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf.

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Santorelli, Noelle T. "Developmental Antecedents of Symptoms of Adult Separation Anxiety in Young Adult College Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/75.

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Separation anxiety disorder (SAD) is rarely considered in adults presenting with anxious symptomatology, but a growing body of evidence suggests that its symptoms are experienced by a significant number of adults. Early parent-child relationships are an especially important area of study for understanding SAD. Moreover, the attachment style that is formed through early parent-child interactions may serve as a mediator to later expression of symptoms of adult separation anxiety (ASA). Studying the early parent-child relationship and perceived parenting styles in conjunction with individual attachment styles will allow for a more systemic approach to understanding potential risk factors for the development of ASA. Young adult college students may be particularly vulnerable to ASA as they transition into college and away from primary caregivers. This study investigates a mediational model with individual attachment style serving as a mediator between perceived early parenting styles and symptoms of ASA in 170 first-year college students between the ages of 18-20. As anticipated a large percent of the sample endorsed clinically significant levels of symptoms of ASA (47%). In addition, results utilizing bootstrapping analyses demonstrated that a perceived indifferent parenting style had an indirect effect on symptoms of ASA, with the effect occurring through an anxious attachment style. Support for the mediation model was obtained when statistically controlling for perceived parenting styles of overcontrol and abuse as well as confounding variables including age, sex, number of different families lived with and emotionality domains of temperament (distress, anger, and fearfulness). Highlighting the role of perceived parenting styles and attachment styles in the development of symptoms of ASA will serve to establish potential family-based interventions and help in the development of prevention programs. Examining symptoms of ASA in young adult college students may result in the development of university-based psycho-educational programs to help these students master a challenging transitional period. This study is one of the first to explore a model that can help to explain the developmental trajectory of symptoms of ASA. Future studies are encouraged to consider symptoms of ASA when investigating anxious symptomatology in adult populations.
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Schuetz, Pamela Gail. "Influences of campus environment on adult community college student engagement." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1432770591&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Irvine, Catherine Helen. "Identity development and adult education : a theoretical and empirical investigation of identity development in adults returning to education." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240677.

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Egill, Jóhannsson. "Understanding the needs and life experiences of adult students : A qualitative study of adult students in Preliminary Studies at Keilir." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-127506.

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Adult learners bring different experiences and perspectives to their education. It is important they get opportunities to learn at their own speed, through different situations and activities. Consequently, the teaching methods and learning environment are very important to the learner. Therefore the school and it´s teachers play a big role in making the learner feel comfortable and gain new experiences which could help them develop themselves as adult learners and find the right learning path. This thesis explores how the individuals needs and life experience is utilised through the learning process in the learning environment of the Preliminary studies program at Keilir. The focus is on student’s experiences of the learning environment at Keilir in order to see if they meet the needs of adult students. That being said, interviews with former and current participants in the program will show what the students experienced during their time in the program and how they felt their needs were met. Furthermore Lave and Wenger´s (1991) concept of a community of practice will be used to explore the education at Keilir and how learning in collaboration with other students and others that impact the learner’s journey can affect the learner’s education and their learning experience.
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Izzo, Nemec Therese A. "Servant Leadership and Student Success| Perspectives of Midwest Technical College Manufacturing Students." Thesis, Marian University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689183.

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In the United States, colleges and universities are under pressure from multiple sources to improve course completion and graduation rates and to reduce the cost of obtaining a degree. This qualitative phenomenological case study, underpinned by the social constructivist perspective, explored second-year manufacturing degree students’ perceptions of the impact of their teachers’ servant leadership behaviors on their successful course completions at a Midwest technical college. Servant leadership was the theoretical base for the study, which consisted of Q sorts by, and interviews with, students from two manufacturing degree programs. One program had higher course completion and graduation rates and the other had lower course completion and graduation rates. The responses were coded using data from an extensive literature review and were analyzed for themes according to the perspectives of the participants’ Q sorts and responses to interview questions. While the study did not reveal a simple, straightforward solution to the very complicated student success problem in technical college manufacturing programs, it did identify the elements of an emergent model recommended for manufacturing teachers: servant teaching.

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Coutts, Leah Marie. "Engaging Adult Piano Students Through Transformative Pedagogical Approaches." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366165.

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As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. This research offers detailed pedagogical insights into understanding and meeting the learning needs of six adult piano students through the author’s practitioner-based study. It investigates the use of transformative pedagogical strategies aimed at engaging adult students in all areas of their learning. The main themes explored are relevance and repertoire selection, lesson interactions and home practice. Using self-direction and experiential learning as the theoretical framework for this study, the author uncovers skill sets and mindsets associated with engagement in the contexts of adult piano students’ one-to-one piano lessons and home practice. The experiential learning cycle encompasses the metacognitive and cognitive skills associated with deliberate piano practice and self-direction. These include planning and implementing appropriate practice strategies, observing and reflecting on outcomes and adapting approaches to tasks accordingly. Developing and utilising these skills, however, is dependent on mindset factors that students bring to their learning. These include expectations, self-efficacy levels, epistemological beliefs, goal orientations and attributions. This nine-month study explores how these mindsets impacted students’ learning and how altering the author’s teaching strategies contributed to fostering mindsets conducive to student engagement.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland Conservatorium
Arts, Education and Law
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Jutras, Peter J. "The benefits of adult piano study as self-reported by selected adult piano students." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/jutras%5Fpeter/index.htm.

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Bireda, Martha Russell. "Adult students' perceptions of educational barriers demographic and metacognitive factors /." Gainesville, FL, 1987. http://www.archive.org/details/adultstudentsper00bire.

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Dalrymple, Beverly F. "Working adult students' perspectives on persisting in college." FIU Digital Commons, 2000. http://digitalcommons.fiu.edu/etd/2709.

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The purpose of this study was to describe and explain working adult undergraduate students' perspectives on persistence in college in order to address the applicability of retention theory to a specific group of college students. Retention of college students is a major concern in higher education where persistence rates have continued to decline for the last 16 years and changing student demographics have influenced enrollment patterns. A qualitative research design was used. Data were collected through in-depth semi-structured interviews with nine working adult undergraduate students. The participants were selected to include diversity in age, race/ethnicity, family roles, career/work levels, college majors, and educational histories. Triangulation was performed on data from the interviews, participant data forms, and a research journal. Open and axial coding were used to generate emerging themes. Member checking was used to verify the interpretation of the participants' perspectives. A peer reviewer corroborated the data analysis. Three major themes emerged from the data which explained how the students stayed motivated, engaged in learning, and managed the institutional aspects of college. Five conclusions were drawn from the findings of this study. First, working adult students described their core experience of college as both positive and negative, creating tensions and often conflicts that influenced their persistence. Second, persistence factors associated with working adult students included personal aspects, such as having clear career/life goals, self management skills, and supportive relationships; learning aspects, such as interactive teaching methods, connections to prior learning, and relevance to career/life goals; and institutional aspects, such as customer service orientation of staff, flexibility of policies and procedures, and convenient access to information. Third, current retention theory was applicable to working adult students. However, working adult students described their experience of academic and social integration differently from that of traditional college students found in the literature. Fourth, findings from this study supported the developmental components of the Adult Persistence in Learning model (MacKinnon- Slaney, 1994). Finally, the study findings indicated a clearly active role required of the institution in the persistence of working adult students by providing flexibility and accessibility in procedures and services.
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Cortinovis, Elia. "Adult students in upper secondary education in Italy." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149273.

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Upper secondary education has been identified by different institutions as the minimum educational threshold in a knowledge society, a necessary requirement for citizens of all ages to respond to the social changes driven by global technological innovation. Figures from the Organization for Economic Cooperation and Development (OECD) unfortunately show that a large share of adult population in OECD countries still lack upper secondary qualifications. Italy appears in these statistics as one among the lowest ranking countries and provisions currently in place to bring adult citizens back to school still yield quite low numbers. This research aims at exploring the challenges to adult students' participation in upper secondary education in Italy examining the actual experience of a group of grown-up learners attending a public vocational school. The results of the inquiry are based on the analysis of semi-structured interviews framed in a qualitative research design. The study is grounded in a theoretical frame derived both from participation theories and from the capability approach. The main conclusion of the research is that successful participation and persistence in adult education require students’ expectations to be appropriately met by an attentive customized institutional support. To this respect, the research suggests recommendations in order to improve public information about provisions for grown-up students, to separate adult education from second chance teenage schooling and to customize adult learning through appropriate learning management tools.
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Li, Miao. "THE ROLE OF ADULT ATTACHMENT IN INTERNATIONAL STUDENTS’ ACCULTURATION PROCESS." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/42.

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International students face a variety of challenges in their acculturation process. The acculturation process is a highly variable process that is influenced by the mediating and moderating effects of individual factors that exist prior to, or arise during, acculturation (Berry, 1997). Among the moderating personal factors existing prior to acculturation, adult attachment has received heightened attention as an important variable impacting the acculturation process and adaptation outcomes. Wang and Mallinckrodt (2006a) suggested that successful adaptation involves exploration of unfamiliar social situations that resemble the infants’ exploration of their physical surroundings. The acculturation process can be challenging and stressful because individuals going through this process often encounter disparities in various situations. Similar to infants, whose attachment system tends to be activated particularly in a distressing situation, threatening events or situations in one’s adult life also activate the attachment behavioral system of seeking proximity to attachment figures for security and support. Limited research has investigated the relationship between adult attachment and the acculturation processes (e.g., Brisset, Safdar, Lewis, & Sabatier, 2010; Sochos & Diniz, 2011). Previous research has highlighted a link between adult attachment (e.g., attachment styles and attachment security) and psychological adaptation. However, the relationship between adult attachment and international students’ other acculturation outcomes (e.g., sociocultural adaptation) remains unclear in the existing literature due to inconsistent previous findings. The current study addressed the gaps in the literature by focusing on international students’ acculturation processes and examined how adult attachment contributes to, or influences, their adaptation. Data was collected from 228 international students that are enrolled in higher education institutions in different geographic locations in the United States. Hierarchical multiple regressions were conducted for data analysis. The results suggest that attachment anxiety was a significant predictor of international students’ psychological adaptation. Attachment avoidance significantly moderated the effect of acculturation to the U.S. culture on international students’ psychological distress, while attachment anxiety was a marginally significant moderator for the effect of acculturation to the U.S. culture on sociocultural adaptation. Attachment avoidance also moderated the effects of physical assault and behavioral discrimination on international students’ self-esteem. Study limitations and future directions are discussed.
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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

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Hubbard, Audra. "Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf.

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Moore, Lindsey Kathryn. "Family dynamics and students' characteristics as predictors of undergraduate college student adjustment." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.

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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.
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Wood-Wyatt, Linda G. "A Study of Nontraditional Undergraduate Students at the University of Memphis." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/2021.

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This study examined nontraditional student engagement into the collegiate environment on the University of Memphis (U of M) campus, specifically services and programs in the University College. The sample surveyed included 4 nontraditional undergraduate students, 1 from each grade level, aged 25 years or older. The 4 nontraditional undergraduate study participants were admitted and enrolled at the U of M. Additionally, there was 1 alumnae member included in the study. The study employed the use of multiple forms of data collection including interviews, personal and focus group, journaling, life stories, and an online campus climate survey. In order to analyze the multiple forms of data received, data analyses were broken down into 3 chapters. Each chapter revealed findings that provided answers to the initial research question. Each chapter was then further divided into themes or categories that emerged from questions and interviews. Results of the research revealed that nontraditional students did not feel active engagement with the collegiate environment was a major component contributing to the success of their academic career. Research data indicated that nontraditional students because of their maturity level are at times disappointed with their traditional counterparts and faculty in classroom activities. Further, data analyzed support nontraditional student need for more communication from campus staff as well as development of separate tutoring services and offices for nontraditional students. Additionally, findings indicated that the institution should hire faculty and staff who understand nontraditional students' learning styles and needs.
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Griffin, Julie Gibbons. "A case study : the preparedness of adult education students for college-level education." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Miles, Connie E. Townes Deirdre. "Improving product performance through new equipment training (NET) techniques." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/JAP/2008/Dec/08Dec%5FNAME%5FMiles.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Science in Program Management from the Naval Postgraduate School, December 2008."
Advisor(s): Suchan, James and Simon, Cary. "December 2008." "Joint applied project"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 135-137). Also available in print.
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Merck, Rhea Ann M. "Transgenerational Patterns of Adult Attachment Relationships." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278195/.

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The purpose of the study is to examine adult attachment relationships among a group of college students and their parents. Two attachment hypotheses were tested: The mental model hypothesis for attachments with parents and romantic partners and the compensation hypothesis for attachment with God. Hypothesis 1 attempted to determine if there was agreement between parents and children about a self-reported attachment style. Support was found as students and parents had a significantly higher level of agreement when reporting a secure style of attachment between them, with sons being significantly highest. Hypothesis 2 examined agreement on attachment style between generations: Children's report of attachments to parents and parents' report of attachment to their parents. Results indicated that parents' reporting a secure style of attachment to their parents was significantly higher with their same gender parents. Hypothesis 3 produced two 15 x 15 correlation matrices including measures of romantic attachment and religiousness for children and parents. In general, further validity for measures used is provided in numerous expected correlations. Anxious and avoidant romantic attachment styles and desperate love were significantly positively related and were often negatively related to a secure style of attachment. Results indicate significant relationships between fathers' and children's (particularly daughters') romantic styles. The only significant correlation for mothers and sons was on religiousness; however, mothers and daughters, fathers and daughters, as well as mothers and fathers were all significantly positively correlated on religiousness. Hypothesis 4 results indicated that when there was disagreement with fathers on attachment style, children scored higher on a measure of religiousness, supporting the compensation hypothesis. Hypothesis 5 found that children with secure attachments to both parents and mothers with high importance of religion also scored significantly higher on importance of religion, supporting the mental model hypothesis. Overall, this study suggests that the mental model and compensation hypotheses do not compete, but rather, coexist in different contexts, perhaps with mediating events that discriminate between the two processes.
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Kline, Willa. "Resilience : a case study of the post-secondary experience of Trio Program students." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191108.

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The purpose of this study was to describe the resilience in adult at-risk college students who had overcome adverse circumstances and the role resilience played in the post secondary experience in formal education. This qualitative study examined the characteristics and behaviors of resilience within the framework of human development.The eight study participants were clients of the Educational Opportunity Center program in Fort Wayne, Indiana. The study participants were low-income, first generation college students. Several assessment tools were administered to evaluate levels of resilience in the eight participants. In addition, all participants were interviewed, which allowed the participants to share their post secondary experience.The analysis of the evidence gathered showed that the eight participants exhibited traits of resiliency. These traits included being goal-oriented and exhibiting a desire to excel, exhibiting positive responses to new opportunities, using a capacity to delay gratification, demonstrating a high level of personal discipline and responsibility, being self-understanding and independent, exhibiting a high self-esteem, being flexible and creative in responding to life events, displaying a strong internal locus of control, making wise use of the presence and support of a caring person, building positive relationships with others, selecting environments that provided positive and high expectations as well as an opportunity to participate and contribute, possessing an easy-going temperament, finding meaning in life and having a vision of the future, responding with a sense of humor, and possessing a strong faith.All of the eight participants believed that resilience is present in all people and that resilience can be learned. There was not sufficient evidence provided by the assessment tools in this study to support strongly that resilience is a developmental process in adulthood. However, the analysis of the data gathered from the interviews suggest that resilience may be learned and strengthened by observing and learning from others.Conclusions and recommendations of this study focused on the identification of resilient at-risk adult students, determination of the role environment plays in the development and use of resilience in at-risk adult students, and the evaluation of effective assessment tools in identifying resilient at-risk students. Implications of this study for low-income, first-generation post secondary students include providing and strengthening the support of at least one caring adult in students' lives, as well as determining methods to teach or foster resilient behavior in at-risk adult students.
Department of Educational Leadership
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36

Fidler, Rob. "The reading comprehension skills of adult students with dyslexia." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/933/.

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Tomlin, Alison. "Participatory approaches to work with adult basic mathematics students." Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/participatory-approaches-to-work-with-adult-basic-mathematics-students(52996d96-6339-4433-a963-476bc57bf169).html.

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Hornsby, Eunice Ellen. "Sexual harassment of women adult educators by their students /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958847241.

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Wilkinson, David Miles. "Adult ESL Students: Traits and Goals - A Case Study." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4662.

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This study was conducted to examine the traits and goals of students enrolled in the ESL program at Clark College in Vancouver, Washington over the past two academic years (1992 and 1993). The study looks at the degree of awareness that these students have of further educational opportunities in the academic and vocational areas, and the degree to which the ESL program at Clark College engenders this awareness. Data was collected from two cohorts of students enrolled in the ESL program on two separate occasions, each approximately one year apart. The goals of the study included the following: ( 1) gathering background data for the students attending the ESL program; (2) collecting information regarding students' past and present knowledge of computer technology; (3) awareness of the financial aid programs available; (4) future goals in the areas of education and employment. Comparison of the responses from the two cohorts provides instructors and administrators a clear picture of the students they are serving and provides the rationale for providing the material and logistical support required to allow ESL students to enter into mainstream programs at the community college level.
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Green, Cheryl. "Supports and Services Helpful to Working Adult Nursing Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5712.

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The United States has experienced historically low graduation rates in public and private 2-year, degree-granting institutions. Many of these institutions are community colleges, which account for 60% of all student enrollment. This study was conducted to explore supports and services that may be helpful to working adult students over the age of 25 enrolled in a 2-year associate degree nursing program in a community college. Tinto's interactionalist theory of student persistence and retention and constructivist theory were the conceptual frameworks for this qualitative case study. The two guiding questions were focused on the types of support that would be helpful for degree completion and service improvements that would most effectively assist students to graduate. Data were collected using semistructured interviews and observations with 10 participants who volunteered from a bound system. Requirement for participation included being over the age of 25 and enrolled in the 2-year associate degree nursing program. Data were analyzed using a phenomenological reduction process and cross-sectional analysis to identify convergent and divergent themes in the data. The findings of this study highlight 5 overarching themes as described by the participants: support system, barriers to education, effect of work, engagement in school services, and recommendations for college improvement. The findings of this study could be helpful to administrators and policy makers in developing supports and services that promote retention and degree completion of students in the 2-year associate degree nursing programs. Completion of a 2-year associate-degree nursing program promotes financial viability and meets the workforce needs of the community.
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Solinski, Cynthia L. "Coping with stigma an adult learners perspective /." Connect to resource online, 2010. http://hdl.handle.net/1805/2196.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of Sociology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peter Seybold, Patricia A. Wittberg, Christine Leland. Includes vitae. Includes bibliographical references (leaves 52-54).
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Watson, Wendy Elizabeth. "Relationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3847.

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High nursing student attrition has been a pervasive problem in the nursing program at the research site of this study. The purpose of this project study was to investigate the relationship between attrition and nursing student characteristics, including age, gender, ethnicity, English as Second Language (ESL) background, licensed practical nurse (LPN) licensure, grade point average (GPA), the number of preadmission college credits, and the Test of Essential Academic Skills (TEAS) scores. This correlational study of archival data was guided by Jeffreys's nursing undergraduate retention and success model and included a convenience sample of 240 students admitted to the program between the Spring 2011 and Fall 2013 semesters. Point biserial and phi coefficient statistical analyses indicated that significant relationships existed between attrition and ethnicity, GPA, TEAS scores, college credits, and LPN status. There were no significant relationships between attrition and age, gender, and ESL background. Student characteristics correlated with higher attrition included ethnic minority background, more college credits, lower TEAS composite and math scores, lower GPA scores, and not having LPN licensure. These research results were the basis for policy recommendations for changes to the admission process within the nursing program and for early identification of students at risk for attrition, with the goal of providing early supportive measures. The overall goal of the policy recommendations was to decrease attrition at the local research site, which may help foster positive social change by promoting the educational and professional progress of nursing students. Nursing student attrition can negatively affect a nursing program's finances and reputation. For students, attrition represents lost time, lost finances, and a limited possibility for achieving socioeconomic progress.
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Tillery, Amy Dutton. "The Moderating Role of Adult Connections in High School Students' Sense of School Belonging." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/44.

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Researchers have demonstrated that students who had a strong sense of school belonging exhibited greater academic motivation and performance (E. Anderman, 2002; Faircloth & Hamm, 2005), had fewer emotional and behavioral difficulties (Furrer & Skinner, 2003; McMahon, Singh, Garner, & Benhorin; 2004), and were less likely to dropout of school (Fredricks, Blumenfeld, & Paris, 2004; Knesting, 2008). Limited attention has been given to the potential factors that promote school belonging, especially in high school students. The purpose of this research was to examine the unique influence of adult connections on high school students’ sense of school belonging utilizing the framework of self-determination theory. The role of adult connections was examined as a moderator of the relations between five student risk factors (behavior problems, peer problems, minority ethnicity, male gender, and poverty) and school belonging. This cross-sectional study analyzed data from a survey completed by 368 ninth grade students. The survey consisted of items from existing instruments, including the Psychological Sense of School Membership (Goodenow, 1993a), the Strengths and Difficulties Questionnaire (Goodman, Meltzer, & Bailey, 2003), and the Basic Need Satisfaction in Relationships Scale (La Guardia, Ryan, Couchman, & Deci, 2000). Hierarchical regression analyses confirmed study hypotheses by indicating that adult connections was a significant predictor of the students’ sense of school belonging and significantly moderated the relationship between school belonging and behavior problems (p < .05). Additional analyses indicated that adult connections accounted for more of the variance in school belonging for males than for females. These findings supported the importance of adult connections in high school students’ sense of school belonging. Future research should address the relationship between adult connections and school belonging as it evolves over students’ high school careers.
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Kersenbrock, Angela. "The Community College Baccalaureate and Adult Students: A Qualitative Analysis." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5375.

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The focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to enroll in a community college baccalaureate degree program, how they described meaning to having access to these new degrees, and what impact the community college baccalaureate had on the decision to return for the bachelor degree. The voices of the students were captured during semi-structured individual interviews. Six central themes emerged from the data gathered: Resiliency vs. Obstacles: Managing Life, Finding Self Through Intrinsic and Extrinsic Motivational Factors, The Community College Degree as Key to Economic Stability, Limited Alternatives to Baccalaureate Degree Attainment, Importance of Communality to Adult Students Feelings of Belonging, and Neither Difference nor Disadvantage to Obtaining a Community College Baccalaureate Degree. The study's results led to recommendations and implications for legislators, higher education faculty and administrators, and admissions and marketing specialists.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education
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Nicholson, Henry J. "A comparison of the motivations and learning strategies employed by adult learners in industrial training programs." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1464Nicholson/umi-uncg-1464.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Samuel D. Miller; submitted to the School of Education. Includes bibliographical references (p. 92-98).
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McGivney, Raymond J. "Adult student persistence in online education developing a model to understand the factors that affect adult student persistence in a course /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/17/.

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Adkins, Lisa Rene. "Impact of an Online Student Bridge Program for First-Year Nontraditional Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/36.

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Low retention rates for first-year students plague many higher education institutions, and are even lower among online institutions of higher education. At Athena Colleges (a pseudonym), the attrition rate can be as high as 50% in students' first academic year. To address this concern, Athena Colleges has implemented an online bridge program that addresses students' academic needs and persistence. The purpose of the study was to evaluate the effectiveness of the bridge program in reducing the first-time student attrition rate and academic performance in their first term. Most of Athena Colleges students are nontraditional students and due to this, the theoretical framework that guided this study was Malcolm Knowles's theory of andragogy. The design of the study was a formative program evaluation using a quasi-experimental design to analyze the data, which measured the primary goal of the bridge program, the reduction of attrition of first-time students. The data used for this study was archival data provided by the institution. The data provided included academic program start date, enrollment status, secondary education credential earned, secondary credential award date, first-term GPA, bridge program status, and date of termination (if applicable) and consisted of 4,916 total records. The data were analyzed using descriptive statistics and an ANOVA by comparing the academic performance of students who participated in the bridge program to those who did not, using a 300 student sample size for each group. The results showed there was no statistical difference between the two groups for retention, but there was a statistical difference on first term GPA. The social change implication of this study indicates that faculty and administrators must ensure that remedial academic services are in place for students who enter online programs with knowledge and skill deficits.
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Tumblin, Randall S. "The college choice process of nontraditional students /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1095951941.

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Thesis (M.E.)--University of Toledo, 2002.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Higher Education." Includes bibliographical references (leaves 77-83).
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Kemeny, Karin. "A comparison of student and adult perceptions of the needs of junior high school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24672.pdf.

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Williams, Katherine Arlene Knapp. "The college adjustment process of fifteen conditionally admitted adult students at Indiana University East." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774745.

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During the Fall 1990 semester, a longitudinal qualitative study of fifteen first-semester conditionally admitted adult students was undertaken at Indiana University East (IU East) to gain insights into the college adjustment process of those students. Through a series of four interviews, the researcher studied factors affecting the college adjustment process of the participants in the study.Participants reported being motivated to enter college as a result of undergoing one or more life transitions. Each participant was attending college for vocational reasons, most seeking occupationally specific degrees. However, almost all reported anticipating personal growth through learning as providing the greatest satisfaction from the college experience.Participants reported having anxiety regarding academic ability to succeed in college. Yet, challenges reported by the participants were generally situational, reflecting financial concerns, unexpected health problems, and family concerns. Effective time management was essential in adjusting to college. Almost all cut back on involvement in community and social activities. At times, family members had difficulty understanding the personal transformation experienced by the participants.Fourteen of the fifteen participants successfully completed the Fall 1990 semester, each with a 2.0 or higher grade point average (on a 4.0 scale). All fourteen enrolled in classes spring semester. When asked to indicate ways in which IU East had assisted them with college adjustment, participants indicated a supportive, caring faculty was of key importance during their first semester. Those who were a part of a federally funded support services program (67% of the participants) frequently mentioned that having a support system upon which to rely made a positive difference.The primary factors found to affect the college adjustment process were determination to succeed and willingness to undergo personal changes in the learning process. Other positive factors included degree of faculty support, presence of institutional support for new students, and perceived caring attitude among faculty. Factors which aggravated the adjustment process included conflicts involving family, employment, finances and health. Although degree of academic preparedness could be assumed to affect the college adjustment process, no relationship was found between high-school graduation rank and first-semester grade point average or fall-to-spring retention
Department of Educational Leadership
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