An Exploration of the Experiences of Undergraduate Adult Learners in an Adult Degree Program from the Theoretical Framework of Self-Authorship

Autor/in	Hernandez, Rocio Duran
Titel	An Exploration of the Experiences of Undergraduate Adult Learners in an Adult Degree Program from the Theoretical Framework of Self-Authorship
Quelle	(2013), (139 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-9333-5
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Adult Learning; Student Experience; Student Development; Self Concept; Phenomenology; Qualitative Research; Interviews; Females; Adult Students; Individual Development; Special Degree Programs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adulte education; Adult training; Erwachsenenbildung; Studienerfahrung; Selbstkonzept; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Weibliches Geschlecht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Individuelle Entwicklung; Graduiertenförderung
Abstract	This study applies Baxter Magolda's theory of self-authorship (2001) from the literature of student development theory to examine the experiences of undergraduate adult learners. The purpose of this study was to explore the experiences of undergraduate adult learners enrolled in an adult degree program and whether their experiences were influenced by self-authorship. Utilizing a phenomenological qualitative research design, nine participants were interviewed in-person for approximately 30 to 60 minutes. Participants were chosen using homogenous sampling to purposely select individuals enrolled in the adult degree program. Participants in this study were females who varied in age from 25 to 57 years old. The analysis took place in two phases. In phase one, the interview transcripts were reviewed, listened to, and read a number of times for significant statements. Several statements of interest were pulled from the transcripts. In phase two of the analysis, the themes were assessed for alignment to the phases of Baxter Magolda's (2001) theory of self-authorship (following formulas, crossroads, becoming the author of one's life and internal foundation). A rigorous review of the data from the interviews helped identify themes that connected to each participant's stage in the developmental process. Findings from the study indicate that the experiences of these students were influenced by personal development and self-authorship. In-depth descriptions revealed that the participants traveled through the phases of self-authorship originally identified by Baxter Magolda. This study begins to show the applicability of self-authorship, a theory of student development, to the undergraduate adult learner experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01