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ERIC Number: EJ1207475
Record Type: Journal
Publication Date: 2019-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1492-3831
EISSN: N/A
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
Williams, Peter E.; Wall, Natalie; Fish, Wade W.
International Review of Research in Open and Distributed Learning, v20 n1 p63-78 Feb 2019
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A