Adult Students in Higher Education

References

• Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In P. B. Baltes & M. M. Baltes (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 1–34). Cambridge, U.K.: Cambridge University Press.
   Google Scholar
• Baltes, P. B., & Baltes, M. M. (Eds.). (1990b). Successful aging: Perspectives from the behavioral sciences. Cambridge, U.K.: Cambridge University Press.
   Google Scholar
• Baltes, P. B., Dittmann-Kohli, F., & Dixon, R. A. (1984). New perspectives on the development of intelligence in adulthood: Toward a dual-process conception and a model of selective optimization with compensation. In P. B. Baltes & O. G. Brim, Jr. (Eds.), Life-span development and behavior (Vol. 6, pp. 33–76). Orlando, FL: Academic Press.
   Google Scholar
• Beard, R., & Hartley, J. (1984). Teaching and learning in higher education (4th ed.). London: Harper & Row.
   Google Scholar
• Belenky, M., Clinchy, B., Goldberger, N., & Tarale, J. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
   Google Scholar
• Biggs, J. B. (1970). Faculty patterns in study behaviour. Australian Journal of Psychology, 22, 161–174.
   Web of Science ®Google Scholar
• Bilston, B. (1989). Teaching the older learner. Adults Learning, 1, 13–15.
   Google Scholar
• Boon, P. K. (1980). Attitudes of staff towards mature students. In T. Hore & L. H. T. West (Eds.), Mature age students in Australian higher education (pp. 122–139). Clayton, Australia: Monash University, Higher Education Advisory and Research Unit.
   Google Scholar
• Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning. Milton Keynes, U.K.: Open University Press.
   Google Scholar
• Bourner, T. (with Hamed, M.). (1987). Entry qualifications and degree performance. London: Council for National Academic Awards.
   Google Scholar
• Brennan, J. (1986). Student learning and the “capacity to benefit”: The performance of non-traditional students in public sector higher education. Journal of Access Studies, 1(2), 23–32.
   Google Scholar
• Brennan, J. L., Lyon, E. S., McGeevor, P. A., & Murray, K. (1993). Students, courses and jobs: The relationship between higher education and the labour market. London: Jessica Kingsley.
   Google Scholar
• Britton, C., & Baxter, A. (1994). Mature students' routes into higher education. Journal of Access Studies, 9, 215–228.
   Google Scholar
• Cavanaugh, J. C. (1987). Age differences in adults' self-reports of memory ability: It depends on how and what you ask. International Journal of Aging and Human Development, 24, 271–277.
   Web of Science ®Google Scholar
• Cerella, J., Rybash, J., Hoyer, W., & Commons, M. L. (Eds.). (1993). Adult information processing: Limits on loss. San Diego, CA: Academic Press.
   Google Scholar
• Chapman, K. (1994). Variability of degree results in geography in United Kingdom universities 1973–90: Preliminary results and policy implications. Studies in Higher Education, 19, 89–102.
   Web of Science ®Google Scholar
• Chibnall, B. (1979). The Sussex experience. In P. J. Hills (Ed.), Study courses and counselling: Problems and possibilities (pp. 37–46). Guildford, U.K.: Society for Research into Higher Education.
   Google Scholar
• Clarke, S. (1988). Another look at the degree results of men and women. Studies in Higher Education, 13, 315–331.
   Web of Science ®Google Scholar
• Clennell, S. (Ed.). (1984). Older students in the Open University. Milton Keynes, U.K.: Open University.
   Google Scholar
• Clennell, S. (Ed.). (1987). Older students in adult education. Milton Keynes, U.K.: Open University.
   Google Scholar
• Cohen, G., Stanhope, N., & Conway, M. A. (1992). Age differences in the retention of knowledge by young and elderly students. British Journal of Developmental Psychology, 10, 153–164.
   Web of Science ®Google Scholar
• Connolly, K. J., & Smith, P. K. (1986). What makes a “good” degree: Variations between different departments. Bulletin of the British Psychological Society, 39, 48–51.
   Google Scholar
• Conway, M., & Ross, M. (1984). Getting what you want by revising what you had. Journal of Personality and Social Psychology, 47, 738–748.
   Web of Science ®Google Scholar
• Coupland, N., & Coupland, J. (1990). Language and later life. In H. Giles & W. P. Robinson (Eds.), Handbook of language and social psychology (pp. 451–468). Chichester, U.K.: Wiley.
   Google Scholar
• Coupland, N., Coupland, J., Giles, H., Henwood, K., & Wiemann, J. (1988). Elderly self-disclosure: Interactional and intergroup issues. Language and Communication, 8, 109–133.
   Web of Science ®Google Scholar
• Cowan, J. (1989). Who needs study skills? British Journal of Educational Technology, 20,61–62.
   Web of Science ®Google Scholar
• De Groot, S. C. (1980). Female and male returnees: Glimpses of two distinct populations. Psychology of Women Quarterly, 5, 358–361.
   Web of Science ®Google Scholar
• Department for Education. (1992). Mature students in higher education: Great Britain 1980 to 1990 (Statistical Bulletin No. 18/92). London: Department for Education.
   Google Scholar
• Department for Education. (1992). Students in higher education: England 1990 (Statistical Bulletin No. 19/92). London: Department for Education.
   Google Scholar
• Dittmann-Kohli, F., & Baltes, P. B. (1990). Toward a neofunctionalist conception of adult intellectual development: Wisdom as a prototypical case of intellectual growth. In C. N. Alexander & E. J. Langer (Eds.), Higher stages of human development: Perspectives on adult growth (pp. 54–78). New York: Oxford University Press.
   Google Scholar
• Doty, B. A. (1967). Some academic characteristics of the mature coed. Journal of Educational Research, 61, 163–165.
   Web of Science ®Google Scholar
• Eaton, E. G. (1980). The academic performance of mature age students: A review of the general literature. In T. Hore & L. H. T. West (Eds.), Mature age students in Australian higher education (pp. 41–47). Clayton, Australia: Monash University, Higher Education Advisory and Research Unit.
   Google Scholar
• Edwards, R. (1993). Mature women students: Separating or connecting family and education. London: Taylor & Francis.
   Google Scholar
• Entwistle, N. (1992). Student learning and study strategies. In B. R. Clark & G. R. Neave (Eds.), The encyclopedia of higher education: Vol. 3. Analytical perspectives (pp. 1730–1740). Oxford, U.K.: Pergamon.
   Google Scholar
• Entwistle, N., Meyer, J. H. F., & Tait, H. (1991). Student failure: Disintegrated perceptions of studying and the learning environment. Higher Education, 21, 249–261.
   Web of Science ®Google Scholar
• Erber, J. T., Szuchman, L. T., & Rothberg, S. T. (1990). Everyday memory failure: Age differences in appraisal and attribution. Psychology and Aging, 5, 236–241.
   PubMed Web of Science ®Google Scholar
• Ford, N. (1980). Teaching study skills to teachers: A reappraisal. British Journal of Teacher Education, 6, 71–78.
   Web of Science ®Google Scholar
• Fulton, O., & Elwood, S. (1989). Admissions, access and institutional change. In O. Fulton (Ed.), Access and institutional change (pp. 29–50). Milton Keynes, U.K.: Open University Press.
   Google Scholar
• Gibbs, G. (1981). Teaching students to learn. Milton Keynes, U.K.: Open University Press.
   Google Scholar
• Gibbs, G. (1992). Improving the quality of student learning. Bristol, U.K.: Technical & Educational Services.
   Google Scholar
• Gibbs, G., Morgan, A., & Taylor, E. (1980). Why students don't learn. In Institutional Research Review, No. 1 (pp. 9–32). Milton Keynes, U.K.: Open University.
   Google Scholar
• Giles, H. (1991). “Gosh, you don't look it!”: A sociolinguistic construction of ageing. The Psychologist: Bulletin of the British Psychological Society, 3, 99–106.
   Google Scholar
• Gilligan, C., Ward, J. V., Taylor, McLean J., & Bardige, B. (1988). Mapping the moral domain. Cambridge, MA: Harvard University Press.
   Google Scholar
• Griffin, T. (Ed.) (1992). Social trends 22: 1992 edition. London: Her Majesty's Stationery Office.
   Google Scholar
• Harper, G., & Kember, D. (1986). Approaches to study of distance education students. British Journal of Educational Technology, 17, 212–222.
   Web of Science ®Google Scholar
• Hartley, J., & Lapping, C. (1992). Do mature students of psychology perform as well as traditional entry ones? An analysis of archival data. Psychology Teaching Review, 1, 76–81.
   Google Scholar
• Hartley, J., Trueman, M., & Lapping, C. (1993, December). The performance of mature and traditional entry students at Keele University: An analysis of archival data. Paper presented at the conference of the British Psychological Society, London, U.K.
   Google Scholar
• Haselgrove, S. (1994). Why the student experience matters. In S. Haselgrove (Ed.), The student experience (pp. 3–8). Buckingham, U.K.: Society for Research into Higher Education & Open University Press.
   Google Scholar
• Hills, P. J., & Potter, F. W. (1979). Group counselling and study skills. In P. J. Hills (Ed.), Study courses and counselling: Problems and possibilities (pp. 13–22). Guildford, U.K.: Society for Research into Higher Education.
   Google Scholar
• Hopper, E., & Osborn, M. (1975), Adult students: Education, selection and social control. London: Frances Pinter.
   Google Scholar
• Hore, T. (1992). Nontraditional students: Third-age and part-time. In B. R. Clark & G. R. Neave (Eds.), The encyclopedia of higher education: Vol. 3. Analytical perspectives (pp. 1666–1674). Oxford, U.K.: Pergamon.
   Google Scholar
• Hoyer, W. J., & Rybash, J. M. (1994). Characterizing adult cognitive development. Journal of Adult Development, 1, 7–12.
   Web of Science ®Google Scholar
• Hultsch, D. F., Hertzog, C., & Dixon, R. A. (1987). Age differences in metamemory: Resolving the inconsistencies. Canadian Journal of Psychology, 41, 193–208.
   PubMed Web of Science ®Google Scholar
• Johnes, J., & Taylor, J. (1990). Performance indicators in higher education. Buckingham, U.K.: Society for Research into Higher Education & Open University Press.
   Google Scholar
• Kahn, R. L., Zarit, S. H., Hilbert, N. M., & Niederehe, G. (1975). Memory complaint and impairment in the aged. Archives of General Psychiatry, 32, 1569–1573.
   PubMed Web of Science ®Google Scholar
• Kember, D., & Harper, G. (1987). Implications for instruction arising from the relationship between approaches to studying and academic outcomes. Instructional Science, 16, 35–46.
   Web of Science ®Google Scholar
• King, E. (1993, December). An investigation into the learning experiences of mature students entering higher education. Paper presented at the conference of the British Psychological Society, London, U.K.
   Google Scholar
• Klatzky, R. L. (1988). Theories of information processing and theories of aging. In L. L. Light & D. M. Burke (Eds.), Language, memory, and aging (pp. 1–16). Cambridge, U.K.: Cambridge University Press.
   Google Scholar
• Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf Publishing.
   Google Scholar
• Lenz, E., & Shaevitz, M. H. (1977). So you want to go back to school: Facing the realities of reentry. New York: McGraw-Hill.
   Google Scholar
• Lucas, S., & Ward, P. (1985). Mature students at Lancaster University. Adult Education, 58, 151–157.
   Google Scholar
• Lunneborg, P. W. (1987). Reentry of men and women in psychology. In P. J. Woods (Ed.), Is psychology the major for you? Planning for your undergraduate years (pp. 127–129). Washington, DC: American Psychological Association.
   Google Scholar
• Lunneborg, P. W. (1988). Reentry of women and men in psychology. In P. J. Woods (Ed.), Is psychology for them? A guide to undergraduate advising (pp. 185–187). Washington, DC: American Psychological Association.
   Google Scholar
• Marshall, H., & Nicolson, P. (1991). Why choose psychology? Mature and other students' accounts at graduation. In J. Radford (Ed.), The choice of psychology (Group of Teachers of Psychology, Occasional Paper No. 12) (pp. 22–29). Leicester, U.K.: British Psychological Society.
   Google Scholar
• Martin, E., & Ramsden, P. (1987). Learning skills, or skill in learning? In J. T. E. Richardson, M. W. Eysenck, & D. Warren Piper (Eds.), Student learning: Research in education and cognitive psychology (pp. 155–167). Milton Keynes, U.K.: Society for Research into Higher Education & Open University Press.
   Google Scholar
• Marton, F., Hounsell, D., & Entwistle, N. (Eds.). (1984). The experience of learning. Edinburgh, U.K.: Scottish Academic Press.
   Google Scholar
• Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 36–55). Edinburgh, U.K.: Scottish Academic Press.
   Google Scholar
• Maynard, E. M., & Pearsall, S. J. (1994). What about male mature students? A comparison of the experiences of men and women students. Journal of Access Studies, 9, 229–240.
   Google Scholar
• Maynard, L. (1992). Are mature students a problem? Journal of Access Studies, 7, 106–111.
   Google Scholar
• McGovern, T. V. (Ed.). (1993). Handbook for enhancing undergraduate education in psychology. Washington, DC: American Psychological Association.
   Google Scholar
• Merriam, S. B., & Caffarella, R. S. (1991). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
   Google Scholar
• Meyer, J. H. F., Parsons, P., & Dunne, T. T. (1990). Individual study orchestrations and their association with learning outcome. Higher Education, 20, 67–89.
   Web of Science ®Google Scholar
• Moss, C. J. (1982). Academic achievement and individual differences in the learning processes of basic skills students in the university. Applied Psychological Measurement, 6, 291–296.
   Web of Science ®Google Scholar
• National Institute on Aging Task Force (1980). Senility reconsidered: Treatment possibilities for mental impairment in the elderly. Journal of the American Medical Association, 244, 259–263.
   PubMed Web of Science ®Google Scholar
• Nevin, E. (1972). How not to get a first. Economic Journal, 82, 658–673.
   Web of Science ®Google Scholar
• Percy, K. (1985). Adult learners in higher education. In C. Titmus (Ed.), Widening the field: Continuing education in higher education (pp. 30–50). Guildford, U.K.: SRHE & NFER-Nelson.
   Google Scholar
• Perlmutter, M., Adams, C., Berry, J., Kaplan, M., Person, D., & Verdonik, F. (1987). Aging and memory. Annual Review of Gerontology and Geriatrics, 7, 57–92.
   PubMedGoogle Scholar
• Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, & Winston.
   Google Scholar
• Perry, W. G., Jr. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering & Associates, The modern American college: Responding to the new realities of diverse students and a changing society (pp. 76–116). San Francisco: Jossey-Bass.
   Google Scholar
• Ramsden, P., Beswick, D. G., & Bowden, J. A. (1986). Effects of learning skills interventions on first year university students' learning. Human Learning, 5, 151–164.
   Google Scholar
• Richardson, J. T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27, 449–468.
   Web of Science ®Google Scholar
• Richardson, J. T. E. (1994). Mature students in higher education: Academic performance and intellectual ability. Higher Education, 28, 373–386.
   Web of Science ®Google Scholar
• Richardson, J. T. E. (1994). Mature students in higher education: I. A literature survey on approaches to studying. Studies in Higher Education, 19, 309–325.
   Web of Science ®Google Scholar
• Richardson, J. T. E. (1995). Mature students in higher education: II. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20, 5–17.
   Web of Science ®Google Scholar
• Richardson, J. T. E., Eysenck, M. W., & Piper, D. Warren (Eds.). (1987). Student learning: Research in education and cognitive psychology. Milton Keynes, U.K.: Society for Research into Higher Education & Open University Press.
   Google Scholar
• Roberts, D., & Higgins, T. (1992). Higher education: The student experience. Leeds, U.K.: Higher Education Information Services Trust/Polytechnics and Colleges Applications Service.
   Google Scholar
• Rockhill, K. (1985). The liberal perspective and the symbolic legitimation of university adult education in the USA. In R. Taylor, K. Rockhill, & R. Fieldhouse, University adult education in England and the USA: A reappraisal of the liberal tradition (pp. 123–174). London: Croom Helm.
   Google Scholar
• Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96, 341–357.
   Web of Science ®Google Scholar
• Ross, M., & Conway, M. (1986). Remembering one's own past: The construction of personal histories. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior (pp. 122–144). New York: Guilford Press.
   Google Scholar
• Säljö, R. (1979). Learning about learning. Higher Education, 8, 443–451.
   Web of Science ®Google Scholar
• Schaie, K. W. (1988). Ageism in psychological research. American Psychologist, 43, 179–183.
   PubMed Web of Science ®Google Scholar
• Schaie, K. W. (1990). The optimization of cognitive functioning in old age: Predictions based on cohort-sequential and longitudinal data. In P. B. Baltes & M. M. Baltes (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 94–117). Cambridge, U.K.: Cambridge University Press.
   Google Scholar
• Schaie, K. W., & Willis, S. L. (1991). Adult development and aging (3rd ed.). New York: HarperCollins.
   Google Scholar
• Schlossberg, N. K. (1984). The midlife woman as student. In G. Baruch & J. Brooks-Gunn (Eds.), Women in midlife (pp. 315–339). New York: Plenum Press.
   Google Scholar
• Schlossberg, N. K., Lynch, A. Q., & Chickering, A. W. (1989). Improving higher education environments for adults. San Francisco: Jossey-Bass.
   Google Scholar
• Sear, K. (1983). The correlation between A Level grades and degree results in England and Wales. Higher Education, 12, 609–619.
   Web of Science ®Google Scholar
• Smith, P. K. (1990). The distribution of psychology degree classes in the UK. The Psychologist: Bulletin of the British Psychological Society, 4, 147–152.
   Google Scholar
• Smithers, A., & Griffin, A. (1986). The progress of mature students. Manchester, U.K.: Joint Matriculation Board.
   Google Scholar
• Snyder, M. (1984). When belief creates reality. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 18, pp. 247–305). Orlando, FL: Academic Press.
   Google Scholar
• Snyder, M., & Swann, W. B., Jr. (1978). Behavioral confirmation in social interaction: From social perception to social reality. Journal of Experimental Social Psychology, 14, 148–162.
   Web of Science ®Google Scholar
• Solomon, L. C., & Gordon, J. J. (1981). The characteristics and needs of adults in post-secondary education. Lexington, MA: D. C. Heath.
   Google Scholar
• Squires, G. (1981). Mature entry. In O. Fulton (Ed.), Access to higher education (pp. 148–177). Guildford, U.K.: Society for Research into Higher Education.
   Google Scholar
• Steuer, J., & Jarvik, L. F. (1981). Cognitive functioning in the elderly: Influence of physical health. In J. L. McGaugh & S. B. Kielser (Eds.), Aging: Biology and behavior (pp. 231–253). New York: Academic Press, 1981.
   Google Scholar
• Thacker, C., & Novak, M. (1991). Student role supports for younger and older middle-aged women: Application of a life event model. Canadian Journal of Higher Educational, 13–36.
   Google Scholar
• Thorndike, E. L., Bregman, E. O., Tilton, J. W., & Woodyard, E. (1928). Adult learning. New York: Macmillan.
   Google Scholar
• Trueman, M., & Hartley, J. (1996). A comparison between the time-management skills and academic performance of mature and traditional-entry university students. Higher Education, 32, 199–215.
   Web of Science ®Google Scholar
• Ware, M. E., Busch-Rossnagel, N. A., Crider, A. B., Gray-Shellberg, L., Hale, K., Lloyd, M. A., Rivera-Medina, E., & Sgro, J. A. (1993). Developing and improving advising: Challenges to prepare students for life. In T. V. McGovern (Ed.), Handbook for enhancing undergraduate education in psychology (pp. 47–70). Washington, DC: American Psychological Association.
   Google Scholar
• Weil, S. M. (1988). From a language of observation to a language of experience: Studying the perspectives of diverse adults in higher education. Journal of Access Studies, 5(1), 17–43.
   Google Scholar
• West, L. H. T., & Eaton, E. G. (1980). Reasons for entry into higher education. In T. Hore & L. H. T. West (Eds.), Mature age students in Australian higher education (pp. 86–121). Clayton, Victoria: Monash University, Higher Education Advisory and Research Unit.
   Google Scholar
• Wheeler, S., & Birtle, J. (1993). A handbook for personal tutors. Buckingham, U.K.: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Woodley, A. (1981). Age bias. In D. Warren Piper (Ed.), Is higher education fair? (pp. 80–103). Guildford, U.K.: Society for Research into Higher Education.
   Google Scholar
• Woodley, A. (1984). The older the better? A study of mature student performance in British universities. Research in Education, No. 32, 35–50.
   Web of Science ®Google Scholar
• Woodley, A., Wagner, L., Slowey, M., Hamilton, M., & Fulton, O. (1987). Choosing to learn: Adults in education. Milton Keynes, U.K.: Society for Research into Higher Education & Open University Press.
   Google Scholar