Literaturnachweis - Detailanzeige
| Autor/inn/en | Crone, Travis S.; Babb, Stephanie J. |
|---|---|
| Titel | The Role of Locus of Control in Mediating the Relationship between Nontraditional Factors and Academic Entitlement |
| Quelle | In: Journal of Adult and Continuing Education, 29 (2023) 2, S.505-523 (19 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Crone, Travis S.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.1177/14779714231157248 |
| Schlagwörter | Nontraditional Students; Student Attitudes; Locus of Control; Student Motivation; Beliefs; Learner Engagement; Undergraduate Students; Learning Motivation; Measures (Individuals); Utrecht Work Engagement Scale; Academic Motivation Scale |
| Abstract | The current study further explored the relationship between nontraditional students and academic entitlement. Previous research has established that the presence of more nontraditional factors predicts lower levels of reported academic entitlement. The mechanisms responsible for this connection have not been explored though. The current study examined the impact of locus of control on the relationship between nontraditional factors and academic entitlement. Participants (N = 332) were asked to report their status on seven nontraditional factors and then completed measures exploring locus of control, academic entitlement, work engagement, and academic motivation. Analyses revealed that nontraditional factors predicted lower levels of external locus of control and external locus of control was negatively correlated with academic entitlement. Evidence for partial mediation was found for this relationship. The impact of these findings on nontraditional students, retention, and academic interventions is discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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