Adult undergraduate students: Evaluating the appropriateness of a traditional model of academic performance.

Autor/inn/en	Kasworm, Carol E.; Pike, Gary R.
Titel	Adult undergraduate students: Evaluating the appropriateness of a traditional model of academic performance.
Quelle	In: Research in higher education, (1994) 6, S.689-710Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF02497082
Schlagwörter	Academic Performance; Background Characteristic; Academic Success; Young Student; Adult Learner
Abstract	Abstract Adult learners (age 25 or older) now comprise approximately 40 percent of under-graduate enrollment. However, predictive models of undergraduate academic success are usually based on traditional young undergraduate students, presenting a problematic picture for the adult undergraduate population. Past research indicates that many older adult learners enter higher education from family backgrounds that tend to place them at an academic disadvantage, bring with them deficiencies in academic skills, and are less involved in academic and social aspects of campus life. Therefore, conventional wisdom would suggest that older students should have lower cumulative grade-point averages than younger students. However, past research on academic performance of adult undergraduates does not substantiate this prediction. This study focused on the validity of generalizing a traditional model of academic performance to older adult students. Results from this study indicate that a traditional model of academic performance prediction is inappropriate for use with older adult undergraduates.
Erfasst von	OLC
Update	2023/2/05