Metacognitive Differences between Traditional-Age and Nontraditional-Age College Students

By E. M. Justice, Teresa M. Dornan. 2001

256 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fae2f88549217166a43dd0f784d31c6e96ccdb0e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Rothes
2. Teresa Gonçalves
3. M. Lemos

In Education

1. B. Shuck
2. A. Rothes
3. Jacob P. K. Gross
4. Matthew S. Berry
5. Teresa Gonçalves
6. Matt Bergman
7. M. Lemos

Citations in the corpus

• Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students (2007, unknown): “Age has been measured as a predictor for cognitive maturity and strategies in learning styles in university students (Alexander, Murphy, Woods, Duhon, & Parker, 1997; Gadzella, Stephens, & Baloglu, 2002; Justice & Dornan, 2001; Macpherson, 2002).”
• Motivational Profiles of Adult Learners (2017, methodology): “As it happens with younger students, gender usually plays a differential role in adults’ motivation—research shows that female students tend to be more self-determined and intrinsically motivated than male students (Carré, 2001; Justice & Dornan, 2001; Murphy & Roopchand, 2003).”
• If Life Happened but a Degree Didn’t: Examining Factors That Impact Adult Student Persistence (2014, background): “Furthermore, these adult learners persist at lower rates than that of traditional-age students (Justice & Dornan, 2001; Noel-Levitz, 2011; Soares, 2013).”