TY - JOUR
T1 - 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
AU - Williams, Peter E.
AU - Wall, Natalie
AU - Fish, Wade W.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
UR - https://hdl.handle.net/1959.7/uws:75161
U2 - 10.19173/irrodl.v20i1.3789
DO - 10.19173/irrodl.v20i1.3789
M3 - Article
SN - 1492-3831
VL - 20
SP - 63
EP - 78
JO - International Review of Research in Open and Distributed Learning
JF - International Review of Research in Open and Distributed Learning
IS - 1
ER -