A Structural Examination of Academic Integration, Perceived Stress, Academic Performance, and Goal Commitment from an Elaborated Model of Adult Student Persistence.

Autor/in	Sandler, Martin E.
Titel	A Structural Examination of Academic Integration, Perceived Stress, Academic Performance, and Goal Commitment from an Elaborated Model of Adult Student Persistence.
Quelle	(2002), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Academic Persistence; Adult Learning; Adult Students; College Programs; College Students; Continuing Education; Definitions; Educational Attitudes; Educational Policy; Goal Orientation; Grade Point Average; Higher Education; Influences; Literature Reviews; Models; Policy Formation; Predictor Variables; Socioeconomic Background; Stress Variables; Student Attitudes; Student College Relationship; Student Motivation; Undergraduate Study + Suchen Sie Ihr Suchwort? Schulleistung; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studienprogramm; Collegestudent; Weiterbildung; Begriffsbestimmung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Bildungspolitik; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Influence; Einfluss; Einflussfaktor; Analogiemodell; Politische Betätigung; Prädiktor; Sozioökonomische Lage; Schülerverhalten; Schulische Motivation; Grundstudium
Abstract	The effects of selected variables on the academic persistence of adult students were examined in a study of a random sample of 469 adult students aged 24 years or older enrolled in a four-year college. The survey questionnaire, the Adult Student Experiences Survey, collected data regarding 12 endogenous variables and 13 exogenous variables pertaining to student background. A two-step data analysis that included measurement and structural stages was conducted. The following four focal variables emerged: academic integration (students' feelings about being part of the institution's academic life); perceived stress; academic performance; and goal commitment. Eleven endogenous path relationships were identified. Adult student academic integration, perceived stress, cumulative grade-point average (GPA), and goal commitment attitudes were explained through the dynamic interplay of the theory of planned behavior. Perceived stress had significant total effects on 7 endogenous variables above the effect size of 0.10 and cumulative GPA had significant total effects on 6. The findings were said to suggest that the academic and social systems of the adult undergraduate experience must be more attuned to adult students' percepts of academic performance and perceived stress and that higher education institutions must offer curricula and services that are challenging, supportive, and relevant to adult students. (Contains 54 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01