Support Systems, Psychological Functioning, and Academic Performance of Nontraditional Female Students

By Shawn E. Carney-Crompton, Josephine C. H. Tan. 2002

248 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/943359af2fdc4930180f00df610b3a994ff4ad73

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In Clinical Psychology

In Education

Citations in the corpus

Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students (2007, background): “A jumbling of the stages of life (Sales, Drolet, & Bonneau, 2001) has led to adult learners over the age of 25 becoming the fastest growing group of undergraduates in North America, accounting for between 30% and 50% of the undergraduate population during the past decade ( Carney-Crompton & Tan, 200”
Multiple Roles of Adult Learners (2003, background): “Adults should also be given opportunities to interact in smaller groups and one-on-one with faculty and campus administrators (Carney-Crompton and Tan, 2002).”
Increases in Maternal Education and Young Children's Language Skills (2009, background): “Although some studies find that stress is elevated by increases in roles, demands, and time conflicts, others find that mothers in postsecondary institutions do not exhibit higher levels of psychological distress than traditional students (Carney-Crompton & Tan, 2002).”
Adult learners’ emotions in online learning (2008, background): “…group (e.g., age, gender, marital status), research has shown that women face distinctive challenges when they decide to enter or return to higher education (Britton & Baxter, 1999; Carney-Crompton & Tan, 2002; Donaldson & Graham, 1999; Home, 1998; Reay, 2002, 2003; Reay, Ball, & David, 2002).”
Motivational Profiles of Adult Learners (2017, unknown): “…2003), they use more deep-learning strategies (Jacobson & Harris, 2008; Justice & Dornan, 2001; Richardson, 1995) and they also tend to have better academic performances (Eppler, Carsen-Plentl, & Harju, 2000; Carney-Crompton & Tan, 2002; Hoyert & O’Dell, 2009; Morris, Brooks, & May, 2003).”
Academic Stress, Supportive Communication, and Health (2005, background): “However, despite frequent use of college student samples (eg, Carney-Crompton & Tan, 2002 ), only a handful of studies have focused on academic stress, support, and health, and some of these studies have assumed rather than measured the existence of academic stress (eg, Halamandaris & Power, 199”
An Integrative Literature Review on the Barriers Impacting Adult Learners’ Return to College (2017, background): “Empirical evidence suggests that adult learners may actually perform better academically than traditional students despite having fewer sources of support outside of their educational institutions and more stressors (Carney-Crompton & Tan, 2002).”