Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation: The Importance of Social Support and Parent Education Level

Autor/inn/en	Williams, Peter E.; Wall, Natalie; Fish, Wade W.
Titel	Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation: The Importance of Social Support and Parent Education Level
Quelle	In: International Review of Research in Open and Distributed Learning, 20 (2019) 1, S.63-78 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Adult Students; Social Support Groups; Doctoral Programs; Online Courses; Career Change; Midlife Transitions; Educational Attainment; Parent Background; Graduate Students; First Generation College Students; Self Management; Undergraduate Students; Electronic Learning; Predictor Variables + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Social support; Soziale Unterstützung; Doktorandenprogramm; Online course; Online-Kurs; Career changes; Berufswechsel; Midlife-Krise; Bildungsabschluss; Bildungsgut; Elternhaus; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Selbstmanagement; Prädiktor
Abstract	Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at mid-career, particularly among those students who are first generation college goers. This study addressed the following questions: (1) To what degree do parental education level and cohort progression predict academic self-regulation? and (2) What sources of social support -- family, friends, loved one (significant other), and classmates -- are predictive of academic self-regulation for adult students in an online doctoral program? Findings include evidence that the influence of parental educational level on academic self-regulation persists through midlife. Also, that perceived social support from family, friends, and peers predicts academic self-regulation. We conclude with implications for the design of online programs. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01