Journal articles: 'Adult students'

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Swift, John Stewart. "RETENTION OF ADULT COLLEGE STUDENTS." NACADA Journal 7, no. 2 (September 1, 1987): 7–19. http://dx.doi.org/10.12930/0271-9517-7.2.7.

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There are many studies dealing with retention of traditional college-age students, but few about retention of adult students. Some of the reasons traditional college-age students withdraw, while others remain enrolled, can be found in that literature. What is lacking is data about adults who do not finish a degree program, data that indicate whether or not they follow the patterns that characterize traditional college-age students. In this article some of the reasons traditional college-age students withdraw are applied to adults, as summarized by a review of the literature. In addition to offering additional conclusions regarding adults who persist versus those who drop out, suggestions are given for increasing the retention of adult students.

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Pearson, Walter. "Persistence of Adult Students." Journal of Continuing Higher Education 67, no. 1 (January 2, 2019): 13–23. http://dx.doi.org/10.1080/07377363.2019.1627166.

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Schallert, Mary. "Adult Students: Why Bother?" American String Teacher 60, no. 1 (February 2010): 34–36. http://dx.doi.org/10.1177/000313131006000106.

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Šuran, Ana, and Anita Zovko. "Opinions of Students on Adult Education in Croatia." Društvene i humanističke studije (Online) 7, no. 1(18) (March 4, 2022): 463–86. http://dx.doi.org/10.51558/2490-3647.2022.7.1.463.

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Adult education is an important part of the life of every individual and community because the acquisition of knowledge, skills, and competencies ensures the progress of society. Every state that strives for the development and creation of a knowledge society is aware of the importance of providing educational opportunities for people at all periods of human life. Croatia has long recognized the importance of adult education in the concept of lifelong learning. Following that, qualitative research was conducted to examine the opinions of 154 students of the teacher's module on adult education. Among other things, answers were given to questions related to student notions of adult education, the importance, and functions of adult education, the role of educators in adult education, the position and prospects of adult education in Croatia. Although it was expected that students-future professors will express positive opinions, perceptions, and expectations related to adult education, some of the students' answers are quite indicative and suggest that teacher education programs should certainly include content that deals with adult education to academic citizens became fully aware of its importance and acquired certain competencies for working with adults.

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ARUĞASLAN, Emine. "Participation Profiles of Adult Undergraduate Students in Turkey." Journal of Higher Education and Science 11, no. 2 (August 31, 2021): 313–27. http://dx.doi.org/10.5961/jhes.2021.451.

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In recent years, the profile of the student population in higher education has changed and the number of adult students has begun to increase gradually. Considering this change, the need for a comprehensive examination of adult students having undergraduate education in Turkey has arisen. For this reason, this study has been conducted to determine participation dynamics of adult students who decided to take formal undergraduate education at the age of 25 or older in Turkey. In research, firstly, existing higher education policies and practices for adult students have been investigated. Then, in a research group, participation patterns of adult undergraduate students have been examined. The data used in this study was collected from 472 participants in a study group. Participation characteristics such as the reasons for participation, barriers to participation, program preference reasons of adults were investgated in the context of higher education.

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Bragina, Elena Vladimirovna. "Overcoming barriers in teaching adult learners: prospects for using the theory of self-determination." Психолог, no. 4 (April 2023): 21–37. http://dx.doi.org/10.25136/2409-8701.2023.4.43520.

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Adults are a fast—growing group of students in the Russian higher education system. Socio-demographic status, morphological and personal characteristics, as well as the specifics of adult education create significant obstacles for many of them to successfully study in higher education. In the short term, universities will have to rethink their educational programs, evaluate resources and reorganize the educational process so as to help adult students overcome these obstacles and meet their educational needs. The successful participation of adults in additional and continuing education, the elimination of barriers to learning are the key tasks of a modern university. This study was conducted using a critical analysis of the literature on adult learning to answer three questions: 1) what factors and barriers affecting adult learning are highlighted by modern authors? 2) what motives are inherent in adult students? 3) how to overcome obstacles in adult learning? Based on the results of the study, a classification of barriers in adult learning has been developed. The main motives for obtaining higher education by adult students are highlighted. The conclusion is made about the need for flexible curricula and auxiliary resources that students can adapt to the requirements of their work and life. Based on the theory of self-determination, recommendations have been developed to increase the involvement of adult students in the educational process.

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Richardson, John T. E., and Estelle King. "Adult Students in Higher Education." Journal of Higher Education 69, no. 1 (January 1998): 65–88. http://dx.doi.org/10.1080/00221546.1998.11775125.

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Holmström, Reijo. "Healthy students as adult citizens." Acta Psychiatrica Scandinavica 80, s351 (July 1989): 1–27. http://dx.doi.org/10.1111/j.1600-0447.1989.tb10572.x.

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Hadfield, Janice. "Recruiting and Retaining Adult Students." New Directions for Student Services 2003, no. 102 (2003): 17–26. http://dx.doi.org/10.1002/ss.85.

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Chen, Joseph C. "Teaching nontraditional adult students: adult learning theories in practice." Teaching in Higher Education 19, no. 4 (November 22, 2013): 406–18. http://dx.doi.org/10.1080/13562517.2013.860101.

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Langer, Arthur M. "Fantasy and Adult Development." Journal of Aesthetic Education 56, no. 4 (December 1, 2022): 47–62. http://dx.doi.org/10.5406/15437809.56.4.04.

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Abstract As new digital technologies, consumer demand, and social issues such as COVID-19 render workplaces increasingly data-centric, employers will require culturally and technologically adept workers who can utilize creativity in every stage of the production process. To prepare students for this demand, institutions of higher education must establish flexible programs that provide professional or technical curricula combined with a liberal arts education that fosters students’ abilities to build imaginations beyond conventionally accepted norms. The capacity for creative fantasy intersects with cognitive maturity and higher-order thinking and thus can be measured using models of adult development. Schools should develop knowledge platforms that can first assess a student's maturity stage and then design a personalized liberal and professional education plan that maximizes their creative abilities. This article therefore engages adult development theory to map possible trajectories toward students’ constructive use of innovative fantasy and to address ways educational institutions can reorient their approaches.

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Nelson, Larry J. "An examination of emerging adulthood in Romanian college students." International Journal of Behavioral Development 33, no. 5 (July 15, 2009): 402–11. http://dx.doi.org/10.1177/0165025409340093.

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Little work has been done to examine emerging adulthood in Eastern European countries such as Romania that are making the transition out of communism into the broader free-market economy of Western Europe. The purpose of this study was to (a) examine the criteria that college students in Romania have for adulthood, and (b) explore whether differences in adulthood criteria, achievement of those criteria, and identity development are related to variations in adult status (i.e., perceptions of being an adult coupled with taking on adult responsibilities). Participants included 230 Romanian young people (136 women, 94 men) aged 18—27 attending a university in Romania’s second largest city. Results found that (a) the majority of Romanian young people did not consider themselves to be adults; (b) issues related to relational maturity, financial independence, and norm compliance ranked as the most important criteria for adulthood; (c) there was pervasive optimism about the future, including careers, relationships, finances, and overall quality of life; and (d) findings regarding identity development differed according to the extent that young people perceived themselves to be adults and whether or not they had taken on adult roles.

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Jay, P. Diaz, and F. Decena Cyrem. "Experienced Stress Among Adults, Adolescents, and LGBQ Students in Time of Covid-19 Pandemic." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (October 11, 2022): 204–9. http://dx.doi.org/10.54536/ajmri.v1i4.625.

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The covid-19 pandemic has affected the lives of every Filipino adolescent, adults, and LGBQ students. Knowledge of these affecting factors is limited. The study's primary purpose was to determine the level of stress among adolescents and adult students. Nine-hundred thirty (930) students participated in the study (First-year College and Junior High School students, n=724; Graduate Students, n=206). Result showed that among adult students which were grouped into gender: 30.67% male (n=23), 65.33% female (n=49), and 4% LGBQ (n=3) experienced a high level of Covid-19 stress-related symptoms, while 27.03% male (n=10), 67.57% female (n=25), and 5.41% LGBQ (n=2) scored lower level of stress. Likewise, among adolescent students, 32.32% male (n=83), 66.79% female (n=177), and 1.89% LGBQ (n=5) experienced high level of stress while 43.65% male (n=50), 52.64% (n=60), and 3.51% LGBQ (n=4) reported to have low stress level. Moreover, male adolescents and female adults were found to have higher Covid-19 stress-related symptoms. Consequently, k-means scores showed that 36.60% of adolescent students scored high (mean scores of 2.78-4.00) while 15.7% scored low (mean scores of .00-1.69). Meanwhile, among adult students, 36.4% scored a higher level of stress (mean scores of 2.81-4), and 45.6% reported having a lower level of stress (mean scores of .03-1.81). Also, adolescent students are prone to experience higher stress levels than adult students living in the Philippine region. Adult students may have established better coping mechanisms compared to adolescents. The researchers discussed the importance of designing and providing an evidence-based psychological intervention to address the participants' needs. A qualitative study may also be conducted to unveil the phenomenon of stress-related experiences among adults, adolescents, and LGBQ students to better explain the current study results

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Watson, Suzanne C. "Institutional Responses to Adult Students: Candid Comments from Students." Journal of Continuing Higher Education 49, no. 2 (April 2001): 23–32. http://dx.doi.org/10.1080/07377366.2001.10400428.

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Lee, Jung-Ah, Dana Rose Garfin, Stephanie Vaughn, and Young-Shin Lee. "Factors associated with gerontological career choice: The role of curriculum type and students’ attitudes." Journal of Nursing Education and Practice 8, no. 4 (November 26, 2017): 1. http://dx.doi.org/10.5430/jnep.v8n4p1.

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Background and objective: Caring for a growing aging population presents a challenge in contemporary health care. This study aims to identify factors associated with nursing student’s career choice in older adult care and predictors of attitudes toward older adults. Such information is critical to inform effective gerontological nursing education.Methods: Undergraduate nursing students (N = 411) from three nursing schools in California participated in a cross-sectional, web-based survey.Results: In covariate-adjusted analyses, students who had prior experiences taking gerontology-related courses, working with older adults, living with older adults, being confident in providing older adults care, and having lower negative attitudes toward older adults were more likely to consider a future career in gerontological nursing. Students’ confidence in older adult care was negatively correlated with negative attitudes towards older adults.Conclusions: To increase students’ career choice in gerontology, nursing schools should provide more gerontology content in nursing curricula and explore avenues to increase student confidence in older adult care.

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Waller, William H. "Introductory Astronomy for Mature Students." International Astronomical Union Colloquium 105 (1990): 363–64. http://dx.doi.org/10.1017/s0252921100087194.

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Much of this meeting has been concerned with the teaching of introductory astronomy to children, teenagers, and young adults. Introductory astronomy for working and retired adults has been given short shrift, however. Because the mature population is significant in number and in its influence on governmental support for astronomy, I thought that some mention should be made. My own experience concerns the educational programs that are available to mature students in the United States.Most working adults are restricted by their jobs to taking classes in the evening. Most large universities in the United States provide such classes. These are often administered by organizations that are completely autonomous from the “host” school. A typical arrangement is for the school to provide classroom space, access to audio-visual equipment (sometimes), and university credit for those who register for credit. The “adult education,” “continuing education,” or “university extension” organization handles the rest. It obtains the necessary faculty to teach the courses, advertises the classes, and administers the registration and grading. For the “credit” courses in astronomy, the most common teachers are graduate students and postdoctoral fellows looking for some extra cash and teaching experience. There is no real impetus for regular faculty members to teach these classes. This is an unfortunate circumstance that could be remedied by some private, state, or federal funding of endowed “chairs” in adult education.

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Palina, А. А., and T. A. Kokhanover. "Issues in developing the learning motivation of adult learners for studying foreign languages." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 99–105. http://dx.doi.org/10.32523/2616-6895-2020-133-4-99-105.

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This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for successful development and maintenance of adult students’ motivation. The article suggests such method as correspondence with native speakers of a foreign language. It describes the conduct of experimental training using the proposed method, which is supported by the results of a survey to identify the level of adult students’ motivation.

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Simmons, Laura K. ""The Grand Experiment": Modeling Adult Learning with Adult-Ministry Students." Teaching Theology & Religion 10, no. 1 (January 2007): 42–49. http://dx.doi.org/10.1111/j.1467-9647.2007.00305.x.

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Alawiyah, Tuti. "The Influence of Students Motivation Toward Students Achievement." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 145–56. http://dx.doi.org/10.22437/ijolte.v2i2.5000.

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This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI

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Vaganova, Olga I., Irina V. Rudenko, Server N. Bekirov, Leviza I. Abbasova, and Maxim M. Kutepov. "Modern technologies of adult education." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 57–64. http://dx.doi.org/10.34069/ai/2020.28.04.7.

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The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.

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Pate, Melannie, and Elizabeth Fugate-Whitlock. "ASSESSING STEREOTYPES OF OLDER ADULTS THROUGH DRAWING: IMPLICATIONS FOR PEDAGOGY IN UNDERGRADUATE AGING COURSES." Innovation in Aging 6, Supplement_1 (November 1, 2022): 661. http://dx.doi.org/10.1093/geroni/igac059.2437.

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Abstract Negative stereotypes and ageism toward older adults remain an insidious problem in the United States. These harmful views of older adults can lead to disparities in health care, social isolation, and loss of functional ability. In order to supplement current research on the perceptions of older adults, the researchers focus on the views of undergraduate students before and after taking an aging course. The students included in this study are enrolled in an undergraduate health and aging course or an undergraduate introduction to gerontology course. Before beginning any coursework, students were asked to draw an older adult, using any combination of colored markers available and to write one sentence describing an older adult. At the end of the course, students were again given the same directive to draw an older adult, using any combination of colored markers, and write one sentence describing an older adult. Content analysis was used to analyze the drawings and the phrases. Colors used and depictions of activity in the drawings changed from the first day of class to the end of the course, showing a progression of their views. Drawings were chosen specifically to elicit honest responses and perceptions of older adults. The results of this study can be used to inform pedagogical choices made when teaching courses on aging to undergraduate students.

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Van Loon, John. "Improving Pronunciation of Adult ESL Students." TESL Canada Journal 20, no. 1 (October 26, 2002): 83. http://dx.doi.org/10.18806/tesl.v20i1.941.

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This article describes a classroom technique for improving the pronunciation of adult ESL learners. The technique is based on using stress and pausing in the same manner as native speakers of English. Dramatic improvement in pronunciation may be quickly achieved by showing learners how stress and pause are related to parts of speech and sentence structure. The article describes how a classroom teacher can develop an awareness of the relationship between grammar and pronunciation for learners.

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S S, Akhil, Anakha E, and Sylaja H. "Psychosocial Correlates of Young Adult Students." International Research Journal on Advanced Science Hub 3, Special Issue 7S (July 25, 2021): 70–73. http://dx.doi.org/10.47392/irjash.2021.212.

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Champagne, Delight E., and Al Petitpas. "Planning Developmental Interventions for Adult Students." NASPA Journal 26, no. 4 (April 1, 1989): 265–71. http://dx.doi.org/10.1080/00220973.1989.11072114.

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Jebb, Paul. "Students, be adult about our problems." Nursing Standard 9, no. 44 (July 26, 1995): 42. http://dx.doi.org/10.7748/ns.9.44.42.s48.

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Rakow, Susan R. "Young-Adult Literature for Honors Students?" English Journal 80, no. 1 (January 1991): 48. http://dx.doi.org/10.2307/818096.

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Giczkowski, William, and Anne Therese Allen. "Advising Adult Students Requires Special Attention." Adult Learning 5, no. 5 (May 1994): 14–15. http://dx.doi.org/10.1177/104515959400500509.

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Davaasambuu, Sarantsetseg, Jessica Cinelli, and Christine Zagari. "Adult Noncredit Students’ Priorities and Satisfaction." Adult Learning 31, no. 2 (September 26, 2019): 57–68. http://dx.doi.org/10.1177/1045159519875582.

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Background. Adult Student Priorities Survey (ASPS) from Ruffalo Noel Levitz was utilized to examine the level of importance and the level of satisfaction of continuing education students in allied health care and English as a second language (ESL) programs at Kingborough Community College, Brooklyn, NY. Method. Mean scores for both “importance” and “satisfaction” items were calculated by summing participants’ ratings (1-7 Likert-type scale) and dividing them by the number respondents. Mean scores for each scale were also calculated by summing all respondents’ scale scores and dividing them by the number of respondents. Gaps between importance and satisfaction were calculated by subtracting the score for satisfaction from the score for importance. The mean scores of allied health care students were compared with mean scores of ESL students. Results. The highest gap score was observed for academic services (0.91) followed by service excellence (0.85) as reported by the allied health care group, showing that students reported high importance but low satisfaction. There were no statistically significant differences between the average score of the two groups, indicating that the ratings were similar for the groups. Conclusion. Based on our findings, simple fixes such as extending registration times, having additional college and career advisors on staff, and training existing staff on customer service skills have the potential to increase enrollment and revenue, thereby giving us the resources to offer additional classes and programs in response to student needs.

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Gibbons, Carolyn C., Debra Reed, and Barbara A. Holt. "Students learn about adult low literacy." Journal of Nutrition Education 24, no. 2 (March 1992): 94C. http://dx.doi.org/10.1016/s0022-3182(12)80662-5.

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Hatfield, Karen M. "Funding Higher Education for Adult Students." New Directions for Student Services 2003, no. 102 (2003): 27–34. http://dx.doi.org/10.1002/ss.86.

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Rakow, Susan R. "Young-Adult Literature for Honors Students?" English Journal 80, no. 1 (January 1, 1991): 48–51. http://dx.doi.org/10.58680/ej19918435.

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Tamatha, Arms, Angela Sardina, Noell Rowan, and Candy Ashton. "Use of the Into Aging Game to Improve Empathy Among Nursing, Recreational Therapy, and Social Work Students." International Journal for Human Caring 24, no. 2 (June 1, 2020): 76–83. http://dx.doi.org/10.20467/humancaring-d-19-00045.

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As the older adult population continues to increase, healthcare professionals who specialize in caring for this population will continue to be in demand. Collaborative interprofessional teamwork is of utmost importance in the care of the older adult patient. The purpose of this curriculum activity was to determine if the use of an aging simulation game improved empathy of nursing, recreation therapy, and social work students toward older adults. A total of 185 students participated in the simulation. Results indicated that the simulated experience improved the level of empathy among interprofessional students toward older adults.

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Piekut, Anke. "“Brown eyes are not the same as blue eyes”." Storytelling in the Digital Age 27, no. 2 (October 6, 2017): 378–97. http://dx.doi.org/10.1075/ni.27.2.09pie.

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Abstract In Denmark, the Adult Education Centres have a “sweeper” function for young adults who need to recommence education. This study explores two L2 (Danish as Second Language) students and how their educational narratives confirm or counter the master narratives of adult education. Students at the centres are commonly identified as adults with social and personal challenges, but their educational narratives and experiences are far more complex. As the edifying institutional narratives of the Adult Centres encompass both professionalism and care, the vernacular narratives characterise the centres as hang-outs for problematic adults without the ability to make a persistent effort in their own life. Students at the centres have to navigate and position themselves in relation to these conflicting stories by giving voice to educational struggles, social relations and agency in their own educational narratives.

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Lwin, May O., Shelly Malik, Vernon Beng Tat Kang, and Grace Peimin Chen. "Disparities in the impact of a community hypertension education programme across age, gender, race and housing type." Health Education Journal 77, no. 5 (May 7, 2018): 555–70. http://dx.doi.org/10.1177/0017896918760950.

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Objective: This study investigated the extent to which the efficacy of a hypertension awareness programme in Singapore may differ based on age, gender, race and housing type (as proxy for income). Method: Pre- and post-programme survey responses on blood pressure (BP) knowledge and beliefs from 9,960 grade 5 students were assessed. Post-programme responses from 5,361 adult family members were also evaluated. Results: Female students were more likely to show better BP knowledge and beliefs. As compared to Chinese students, Malay students had lower levels of BP knowledge and attitudes, while Indian students possessed stronger attitudes. Programme efficacy among students in the most affordable housing was the least favourable. In the adult family member sample, Malay and Indian adults had higher self-confidence and intention to measure their BP in the future than the Chinese. Adult respondents in the most affordable housing possessed the least favourable beliefs towards BP measurement. Older adults, men, Malays and residents in affordable housing types had higher odds of being found with hypertension when tested at home. Conclusion: Despite the same hypertension education programme being implemented, disparities in programme impact were apparent in both student and adult sample across race, housing type and, to a lesser extent, gender. Future interventions should consider these disparities when developing health education programmes.

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Watson, Wendy, Sandra Faulkner, Madison Pollino, Jaclyn Shatterly, and Charlie Stelle. "INTERGENERATIONAL CONNECTIONS: TURNING POINTS IN COLLEGE STUDENT ATTITUDES ABOUT OLDER ADULTS AND AGING." Innovation in Aging 6, Supplement_1 (November 1, 2022): 742. http://dx.doi.org/10.1093/geroni/igac059.2700.

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Abstract Intergenerational Connections was a semester-long community-based engagement project in which thirty-four undergraduate students enrolled in a relational communication course met via Zoom with older adults in a long-term care facility for four dialogues about close relationships. The project used a Critical Interpersonal and Family Communication Pedagogy approach to have students critically engage with stereotypes and expectations about older adults through class readings, discussion, and interaction. The students wrote reflections after each dialogue and a final reflection expressing their expectations and experiences of interacting with an older adult. We analyzed the reflections using a turning point analysis and found two turning points related to Perceptions of Aging and Developmental Changes and Understanding and Expectations of Relationships. Students recognized stereotypes they held about older adults and aging and how engaging with an older adult dispelled many of those assumptions. Students were surprised by how much they had in common with their older adult partner. They learned about relationships through their dialogues with their partner and found many “words of wisdom” they wanted to incorporate into their relationships. In their final papers, students reflected on being advocates for older adults and how this project helped them understand that they can have conversations with older adults and not be afraid that they will not be able to connect. This paper will discuss how this community engagement project served to reframe aging for these young adults, and students’ recognition of the role that older adults play and the value that their involvement brings to society.

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Orel, Alexandria, Marilyn Campbell, Kelly Wozencroft, Eliza Leong, and Melanie Kimpton. "Exploring University Students’ Coping Strategy Intentions for Cyberbullying." Journal of Interpersonal Violence 32, no. 3 (July 10, 2016): 446–62. http://dx.doi.org/10.1177/0886260515586363.

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Most of the published research on cyberbullying has been conducted with children and adolescents, so little is known about cyberbullying in other populations. This study examined cyberbullying within an emerging adult population in a university setting ( N = 282), and explored what coping strategies these individuals intended to use in response to future cyberbullying incidents. Blocking of the sender of the bullying message was found to be the most frequent intention to cope with cyberbullying among these emerging adults. It was also found that both gender and victimisation status (i.e., whether the emerging adult had, in the preceding twelve months, been a victim of cyberbullying) influenced coping strategy intentions. The implications for practice and future research are discussed.

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Bruce, Susan M., Susan M. Bashinski, Andrea J. Covelli, Veronika Bernstein, Mary C. Zatta, and Stevi Briggs. "Positive Behavior Supports for Individuals who Are Deafblind with Charge Syndrome." Journal of Visual Impairment & Blindness 112, no. 5 (September 2018): 497–560. http://dx.doi.org/10.1177/0145482x1811200507.

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Introduction The purpose of this study was to identify effective individualized positive behavior support strategies and cognitive behavior therapy strategies for young adults who are deafblind. It discusses findings specific to four young adult students with CHARGE syndrome. Methods This collaborative action research study employed collective case study design and elements of grounded theory analysis. Principles of positive behavior support and modified cognitive behavior therapy supported the identification and implementation of individualized behavioral interventions that addressed environment arrangement, sensory needs and sensitivities, and how adults communicated with the students. Results Eight themes were identified as being important to each of the students, although to varying degrees. These were: provide structure, establish and maintain a positive climate, address students’ sensory needs and sensitivities, support on-task behavior, support transitions between activities and environments, support mature behavior, support students in coping with anxiety, and use adult language supports. Each theme included multiple strategies. Discussion Proactive and reactive strategies must be individualized even when children share an etiology. Educational team members must know each student's preferences, likes, dislikes, reinforcers, and unique communication needs in order to identify and effectively implement behavioral supports. Modified cognitive behavior therapy may be helpful in addressing the anxiety experienced by individuals with CHARGE syndrome. Teams require time to collaborate on behavioral assessment, the identification of individualized behavioral strategies, and the effectiveness of behavioral plans. Implications for practitioners Providing well-structured environments and teaching rules and routines can reduce anxiety because students know what to expect. Educational team members should prevent sensory overload, provide structured desensitization opportunities, and teach relaxation techniques to these students. Adult communication must be positive, clarify what will happen next, and redirect behaviors when needed.

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Rohfeld, Rae Wahl. "Adult students, adult education, and the Ed.D.: An alternative residency experience." Innovative Higher Education 16, no. 1 (1991): 49–58. http://dx.doi.org/10.1007/bf00911558.

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Cui, Ming, Hille Janhonen-Abruquah, Carol A. Darling, Fiorella L. Carlos Chavez, and Päivi Palojoki. "Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland." Cross-Cultural Research 53, no. 4 (October 3, 2018): 410–27. http://dx.doi.org/10.1177/1069397118802253.

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Helicopter parenting, defined as a form of overinvolved parenting of young adult children, is shown to be associated with young adult children’s well-being. Furthermore, the phenomenon of helicopter parenting is increasingly evident across various cultures. In this study, the association between helicopter parenting and young adult children’s well-being problems was examined, and the associations were compared between samples of American and Finnish young adults. With a sample of 441 American and 306 Finnish university students, results from path models suggested that maternal and paternal helicopter parenting was associated with university students’ symptoms of anxiety and depression, life dissatisfaction, and emotional dysregulation. Furthermore, even though the mean levels of helicopter parenting were lower among Finnish parents as compared with American parents, the associations between helicopter parenting and young adults’ well-being problems were, in general, equally significant. The implications for university students, parents of students, educators, and university administrators from different cultural backgrounds were also discussed.

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Afshan, Nikhat, Sarath Bodepudi, Therissa Benerji, Madhavi Kodali, and Krishna Mohan Parvathaneni. "Adult ADHD and internet addiction among undergraduate medical college students." IP Indian Journal of Neurosciences 9, no. 1 (April 15, 2023): 29–35. http://dx.doi.org/10.18231/j.ijn.2023.006.

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Attention-deficit /hyperactivity disorder (ADHD) was originally defined in children but is now recognized to persist into adulthood or is independently diagnosed in some adults. It is associated with impairment across multiple domains, including home, college and, work and can lead to excessive internet usage, social withdrawal, substance abuse disorders, fatigue, job loss, mood changes, and distress. To look for adult ADHD and Internet Addiction among undergraduate medical college students. Designed as a cross-sectional study conducted on undergraduate medical college students. This is a cross-sectional study involving 501 undergraduate medical college students between 18-25 years of age. The Adult ADHD Self-report scale (ASRSv1.2) was applied to screen for adult ADHD. Young’s internet addiction scale (IAT) was applied to look for internet addiction. Statistical analysis was done using SPSS version 25. The mean age of the participants was 20.3 years. Most of the participants (54.9%) who screened positive for adult ADHD belonged to the younger age group (20-21 years). Mild internet addiction was seen in 34.5% of the participants, moderate in 6.4%, severe in 0.2 % and 58.9% had no internet addiction. Students who had screened positive for adult ADHD reported more addictive tendencies. Higher levels of ADHD symptoms were associated with increased Internet addiction among undergraduate medical college students. This study shows that adult ADHD can be one of the reasons leading to internet addiction among students. An understanding of the magnitude of the problem is essential for early screening and timely psychiatric intervention for the better functional outcome for the students.

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Manuel, Alzira, Domingos Buque, and Rosário Quive. "STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 229–40. http://dx.doi.org/10.33225/pec/21.79.229.

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Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution. Keywords: adult education, distance education, lifelong learning, qualitative research

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Van Vleet, Samuel. "LIGHTS! CAMERA! REPRESENTATION!: EXAMINING AN INTERGENERATIONAL FILM COURSE FOCUSED ON MEDIA REPRESENTATION." Innovation in Aging 7, Supplement_1 (December 1, 2023): 635. http://dx.doi.org/10.1093/geroni/igad104.2069.

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Abstract This paper explores the humanities-based approach to an intergenerational course focused on providing older adults with a guided course in filmmaking. The goals for this course were to provide opportunities for intergenerational lifelong learning, insight into older adult led media representation, and intergenerational community engagement. This course was hosted through an Institute for Learning in Retirement. Throughout the course, students were taught the fundamentals of filmmaking and storytelling. The class worked together to create an original short film screenplay that focused on topics related to their perspectives as older adults. After the script was completed, older adult students were introduced to undergraduate students from a local university that assisted in the creation of their short film. The film equipment and resources were provided to the students which allowed the students to focus on working together to create an original short film. After the film was completed, it was premiered to the community which included a post-film Q&A session that allowed the students to describe their experience working on this intergenerational project. The Q&A session also focused on how important it was to the older adult students to have a role in creating media representation of an older population. This paper highlights the impact of providing opportunities for older adult representation through a creative process while also promoting opportunities for intergenerational learning related to narrative work.

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Cheng, Winnie Lai-Sheung. "Roles of Knowledge and Attitude in the Willingness of Nursing Students to Care for Older Adults in Hong Kong." International Journal of Environmental Research and Public Health 18, no. 15 (July 22, 2021): 7757. http://dx.doi.org/10.3390/ijerph18157757.

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Due to the ageing population, nursing students will be more likely to work with older adults after graduation. It is important to assess whether Hong Kong nursing students are well prepared to care for older adults. A convenience sample of 139 nursing students was surveyed using questionnaires: Palmore’s Facts on Ageing Quiz (FAQ), Kogan’s Attitudes Toward Old People scale (KAOP), and the Willingness to Care for Older People (WCOP) scale to assess the knowledge of and attitudes toward older adult care, and willingness to care for older adults, respectively. The overall score in the FAQ was medium-low (mean = 15.1, SD = 2.8). The KAOP score was medium-high (mean = 121.6, SD = 12.0). The willingness score was slightly high (mean = 5.2, SD = 1.1). Positive attitudes and knowledge about ageing are the predictors of nursing students’ willingness to take care of older adults. The findings provide evidence to nurse educators and clinical mentors that (a) courses providing knowledge about ageing are valuable, and (b) elements that cultivate positive attitudes towards older adult care should be included in curricula. Nursing curricula that provide knowledge and experience about older adult care play a pivotal role in creating a workforce of nurses ready and willing to care for the ever growing number of ageing adults.

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Schimmel, Kurt, Mark Eschenfelder, John Clark, Gayle Marco, and Stanko Racic. "Differences In Selection Criteria Among Traditional Students, Adult Continuing Education Students And Graduate Students." American Journal of Business Education (AJBE) 2, no. 5 (August 1, 2009): 15–24. http://dx.doi.org/10.19030/ajbe.v2i5.4066.

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This paper examines college selection cues and criteria differences among three important segments of students. These segments were traditional undergraduate students, adult continuing education students and graduate students. There were significant differences among the a-priori defined segments.

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Knebl, Janice. "OLDER ADULT VOLUNTEERS AS MENTORS IN GERIATRIC EDUCATION." Innovation in Aging 7, Supplement_1 (December 1, 2023): 479. http://dx.doi.org/10.1093/geroni/igad104.1576.

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Abstract Health professions education that involves older adults has been shown to be effective in improving students’ clinical skills and attitudes towards older adults. With the goal of introducing healthcare students to geriatric care through first-hand experiences, the “Seniors Assisting in Geriatrics Education (SAGE)” Program involves older adult volunteers age 65+ in virtual person-centered health promotion visits with teams of three to four students. Through an application process, mentors are selected and receive orientation materials before visits with their assigned team. Students represent eight disciplines: dietetics, medicine, nursing, pharmacy, physical therapy, physician assistant studies, social work, and speech language pathology. Students practice basic clinical skills and screening techniques while working as a team and receiving feedback and input from their mentor. In 2022, we surveyed older adult volunteers to evaluate their mentor experience using open-ended and Likert style questions on a scale from strongly agree to strongly disagree. Survey responses (n=99) show that most mentors agreed students collaborated well (94%), health promotion topics for each visit were beneficial (83% to 85%), and they were satisfied with their SAGE experience (96%). Mentors identified opportunities for improvement related to student and mentor preparation, in-person versus online visits, and establishing rapport between mentors and teams. Results were used to enhance mentor training and engagement and to create community partnerships for recruitment and mentor diversity. By prioritizing recruitment of and training for volunteers, older adults can actively and effectively participate in meaningful educational experiences with health professions students.

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Aljaji, Raja Mohamed Deeb, Dawood A. Al-Hidabi, and Abdullah Othman Al-Hammadi. "Developing the Love of Learning Scale for Adult Students." International Journal for Talent Development 10, no. 1 (June 23, 2019): 59–90. http://dx.doi.org/10.20428/ijtd.v10i1.1522.

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The study aimed at developing the love of learning scale for adults. The scale consisted of 15 situations to measure three dimensions namely intimacy, passion, and commitment towards learning. The scale was standardized on a sample of 111 university male and female students from the 4th level of the Faculty of Education, Sana’a University, Yemen. The validity and reliability of the scale was (0.81) based on Cronbach’ Alpha. The results of the study showed that the level of the love of learning was of average level. Keywords: love of learning, scale development, adult students

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Rotar, Olga. "What we have learned from adult students’ online learning experiences to enhance online learning of other students’ groups?" Research and Practice in Technology Enhanced Learning 19 (May 15, 2023): 006. http://dx.doi.org/10.58459/rptel.2024.19006.

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Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students’ groups. Insights based on the results of this study are summarised.

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Gonzáles, José Luis Arias, Bryan Sebastián Alfaro Castillo, Mario José Vasquez Pauca, and Milagros del Rosario Cáceres Chávez. "Educational technology applied to adult education." International journal of health sciences 6, S1 (March 12, 2022): 142–48. http://dx.doi.org/10.53730/ijhs.v6ns1.4758.

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Adult learning has been ubiquitous not only in the institutions of higher learning but in the lower learning institutions. As shown by many authors, adult learners often bring with them a high level of experience and higher expectations that positively reflect their performance in their classroom-based activity. This study is done explicitly on educational technology applied in adult learning to enhance the learning activities and increase the level of enrollment in adult learners. Also, the study brings to light how significant technological advancement in education is to adult learners since a higher percentage of students are busy people with different sets of commitments. The study suggests that faculty members' attitudes toward instructional technology, particularly those geared at adults, need to be re-evaluated to serve their students better. Instructors need to think about how technology might affect the development and use of andragogy in the classroom to help adult learners.

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Esau, Jennifer, and Doria Daniels. "From out-of-school-youth to TVET student: Exploring the funds in families and communities that facilitate second-chance learning." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (November 17, 2022): 17. http://dx.doi.org/10.14426/jovacet.v5i1.244.

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Many young South African adults are returning to education as Technical and Vocational Education and Training (TVET) students. These students’ educational reintegration can be challenging, given their history of failure in the formal school system. We argue that many vulnerable adult learners succeed despite their situational and dispositional challenges because of the agentic acts present in their families and communities. However, in the parent support literature there is a misrecognition of the contributions that adults from socio-economically deprived communities make in the success of such second-chance learners. This multiple case study had as context a Western Cape TVET college where five purposively selected students’ experiences with family and community support were explored. The article responds to the research question: ‘What are the embedded funds in families and communities that facilitate the TVET students’ successful entry into secondchance learning?’ The findings refute the perception that poor communities disinvest in the education of their young adult learners. It found that in their worlds there were various role-players and networks that facilitated the five TVET students’ educational success. What the communities lacked in financial and material wealth, they made up for with aspirational, emotional and navigational wealth from which the adult students benefitted.

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Martin, Patricia E., and Barry G. Sheckley. "Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 289–310. http://dx.doi.org/10.2190/nhkq-cff6-3ug7-hx3d.

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There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, 1) To what extent can a combination of environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed.

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Journal articles on the topic 'Adult students'

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