Supporting academic persistence in low-skilled adult learners.

• Autores: Susan O'Neill, Margareta Maria Thomson
• Localización: Support for learning, ISSN 0268-2141, Vol. 28, Nº. 4, 2013, págs. 162-172
• Idioma: inglés
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• Resumen

  • The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal theory (GT) and self-determination theory (SDT) are conceptualised in a new, melded cognitive model to explain better the constructs that contribute to academic persistence. These theories are used to frame and explain the challenges that adult learners face when returning to school and to understand better the psychosocial demands on adult learners, based on social cognitive theory. This study is particularly significant in the light of current national attention directed towards redesigning adult basic education programmes to include more workforce development and strategies aimed at accelerating the progress of adult learners through basic skills and into post-secondary education and/or career training. Questions guiding the current study include identifying research-based strategies that instructors can use, and elements of programme design that support student persistence. [ABSTRACT FROM AUTHOR]