Nontraditional Students and Credit for Prior Learning—Analytical Thinking, Clout, Drives, and Motives

Abstract

This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study found that nontraditional students have low clout, a high drive for achievement, and a high motive of allure. In addition, students participating in credit for prior learning (CPL), also referred to as prior learning assessment (PLA), have statistically higher analytical thinking, drive for affiliation, and reward as motive. These results offer implications for prospective and nontraditional students, for academic advisors and instructors, and for higher education institutions and CPL programs.

Keywords:

• Credit for prior learning (CPL)
• prior learning assessment (PLA)
• nontraditional students
• adult learners
• analytical thinking
• drives
• motives

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Catherine A. Cherrstrom

Catherine A. Cherrstrom, PhD, is associate professor at Texas State University in the Department of Organization, Workforce, and Leadership Studies. Her research interests include adult learning, nontraditional students, and credit for prior learning; STEM knowledge and teaching development; and adult development and transition in the workplace and in higher education.

Carrie J. Boden

Carrie J. Boden, PhD, is professor and former chair of the Department of Organization, Workforce, and Leadership Studies at Texas State University. Her research primarily focuses on adult learning, theory, and practice, specifically credit for prior learning and transformative learning.

Todd Sherron

Todd Sherron, PhD, is assistant professor of practice and prior learning assessment coordinator at Texas State University in the Department of Organization, Workforce, and Leadership Studies. His research interests include credit for prior learning, veteran learners, and program evaluation.