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

Peter E. Williams, Natalie Wall, Wade W. Fish

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)63-78
Number of pages16
JournalInternational Review of Research in Open and Distributed Learning
Volume20
Issue number1
DOIs
Publication statusPublished - 2019

Open Access - Access Right Statement

This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).

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