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An Examination of Factors that Affect Post-Traditional Undergraduate Student Persistence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Examination of Factors that Affect Post-Traditional Undergraduate Student Persistence./
作者:	King, Amy A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	165 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28494239
ISBN:	9798738632792

An Examination of Factors that Affect Post-Traditional Undergraduate Student Persistence.
King, Amy A.

An Examination of Factors that Affect Post-Traditional Undergraduate Student Persistence. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 165 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--University of Southern California, 2021.

This item must not be sold to any third party vendors.

The global economy has evolved in recent decades, resulting in increased demand forcredentialed, skilled workers in a variety of industries. To meet this need, the U.S. highereducation industry continues its pursuit of producing qualified graduates. Colleges anduniversities historically focused on serving traditional-aged students, characterized as 18 to 24years old; however, more than 4 million undergraduates in 2017 were over age 25, considerednontraditional or post-traditional. These post-traditional learners nationally are graduating atlower rates than their traditional counterparts when evaluated within the industry standard sixyeartimeframe. This study evaluated factors that contributed to post-traditional studentpersistence to graduation. The quantitative study, conducted at a private university, involved 266post-traditional graduates. Results revealed that participants faced a number of obstacles on theirpath to graduation, with their personal work commitments cited as the greatest obstacle. Morethan 60% of participants attended two or more institutions, and more than 15% of graduates tookin excess of 10 years to graduate. The overwhelming majority of participants (98.7%) receivedhelp from others, with 95.6% citing multiple individuals as providing assistance in areas ofemotional support, encouragement, and tasks to enable degree progress. Participants receivedsupport in a variety of forms from university personnel, spouses/partners, peers, family members,friends, children, and employers. Conversely, the majority of respondents (64.2%) also citedindividuals that hindered them from finishing their degrees, largely due to a lack of emotionalsupport or time constraints placed upon them by individuals. Findings revealed that the majorityof participants demonstrated self-efficacy, were intrinsically motivated, and were externallymotivated to attain their degrees. Recommendations for practice include curriculum implications,service offerings, university support, and university policies to serve post-traditional students.

ISBN: 9798738632792Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Non-traditional

An Examination of Factors that Affect Post-Traditional Undergraduate Student Persistence.
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