Partners in Learning? A Qualitative Study of the Intimate Relationships of Partnered Mature Students in Postsecondary Education

Autor/inn/en	van Rhijn, Tricia; Murray, Sarah Hunter; Mizzi, Robert C.
Titel	Partners in Learning? A Qualitative Study of the Intimate Relationships of Partnered Mature Students in Postsecondary Education
Quelle	In: Journal of Professional, Continuing, and Online Education, 3 (2018) 1, (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2371-0071
Schlagwörter	Qualitative Research; Postsecondary Education; Intimacy; Semi Structured Interviews; Sexual Orientation; Interpersonal Relationship; Student Surveys; Student Attitudes; Academic Achievement; Student Role; School Support; Student Needs; Time Management; Role Conflict; Self Esteem; Social Support Groups; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Qualitative Forschung; Post-secondary education; Tertiäre Bildung; Intimität; Sexuelle Orientierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerbefragung; Schülerverhalten; Schulleistung; Schulförderverein; Zeitmanagement; Rollenkonflikt; Self-esteem; Selbstaufmerksamkeit; Social support; Soziale Unterstützung; Ausland; Kanada
Abstract	Mature postsecondary students face unique challenges in negotiating both academic and familial responsibilities beyond those faced by their traditional-aged peers. This study examined the bidirectional influences between intimate relationships and postsecondary study. Researchers conducted 28 semi-structured phone interviews with heterosexual, cisgender, partnered mature students attending universities in southern Ontario, Canada. Through a thematic analysis, the research indicated that school had a number of negative impacts on mature students' relationships; however, school also had some positive impacts. Intimate relationships were also said to have an impact on academic success. Mature students with supportive partners described being able to focus on school and perform better, while students with less supportive partners described difficulties allotting the time required for school. The article recommends that postsecondary educational institutions acknowledge the unique challenges faced by partnered mature learners and offer targeted support services. (As Provided).
Anmerkungen	Canadian Association for University Continuing Education. c/o CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, SK S7N 1M3, Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail; https://journals.library.ualberta.ca/jpcoe/index.php/jpcoe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01