Persistence of Adult Learners in Distance Education
By Wendy C. Kemp. 2002
168 citations recorded by the source corpus.
Subfields: Clinical Psychology, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/57c198e33c1f68eac32bc8a235cc4dfd93abc991
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In Clinical Psychology
In Safety Research
In Social Psychology
Citations in the corpus
- Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students (2014, background): “…and consistently finds that adult learners with higher levels of self-efficacy and self-concept are more satisfied with their postsecondary experience, more persistent when faced with educational roadblocks, and more likely to enroll in future courses (Kemp, 2002; Lim, 2001; Tyler-Smith, 2006).”
- Persistence of Women in Online Degree-Completion Programs (2008, background): “According to research (Anderson, 2003; Kemp, 2002; Richardson & Swan, 2003; Rovai & Baker, 2005), building social relationships with peers and instructors provides a key support system for online learners.”
- Emotional Intelligence as a Predictor of Success in Online Learning (2008, background): “Successful completers had high levels of resilience in establishing and maintaining healthy relationships, ethical standards, willingness to take risks for beliefs, mastery of self in a social environment, and the persistence to work through difficult situations with self-confidence (Kemp, 2002).”
- Course Completion Rates among Distance Learners: Identifying Possible Methods to Improve Retention (2005, background): “For this reason, research on drop out in distance education often focuses on individual course completion rates rather than program or institutional attrition (Kemp, 2002).”
- Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature (2012, background): “Self-efficacy, personal growth, self-motivation Bunn, 2004 Holder, 2007 Ivankova & Stick, 2007 Kemp, 2002 Müller, 2008 Park & Choi, 2009 Parker, 2005 Although goal attainment is a powerful motivator for online students, on a daily basis personal resolve and determination contribute significantly to…”
- Persistence in University Continuing Education Online Classes (2007, background): “Tennant and Pogson (1995) found evidence to suggest that life circumstances and transitions was predictive, but Kemp (2002) reports that “For the most part, external commitments – in the form of personal, family, home, financial, and community commitments – were not found to be significant predictor”
- A review of online course dropout research: implications for practice and future research (2011, background): “2002), to manage time effectively (Holder 2007; Ivankova and Stick 2007; Osborn 2001; Shin and Kim 1999), to balance multiple responsibilities (Castles 2004; Müller 2008), and to cope with threats or crises during courses (Castles 2004; Kemp 2002).”