“Do I Have to Take This Class?” Nontraditional Students’ Attitudes Toward and Perceptions of a Required Effective Learning Course

References

• Casselman, B. (2013, July 6). Number of the week: ‘Nontraditional’ students are majority on college campuses. Wall Street Journal. Retrieved from http://blogs.wsj.com/economics/2013/07/06/number-of-the-week-non-traditional-students-are-majority-on-college-campuses/
   Google Scholar
• Chickering, A., & Reisser, L. (1993). The seven vectors: An overview. Education and Identity, 43–52. Retrieved from http://faculty.winthrop.edu/fullerb/QEP/7%20vectors%20of%20development.pdf
   Google Scholar
• Chwan-Yi, C., & Yaw-Bin, W. (2004). Using Maslow's theory to examine adult learners’ motivation for continuing education programs. South Division Journal of Education, 38(1), 47–68.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum, NY: John Wiley and Sons.
   Google Scholar
• Derby, D. C., & Smith, T. (2004). An orientation course and community college retention. Community College Journal of Research and Practice, 28(9), 763–773.
   Google Scholar
• Dumbrava, G., & Koronka, A. (2009). Actions speak louder than words: Body language in business communication. Annals of the University of Patrosani, Economics, 9(3), 249–254.
   Google Scholar
• Fain, P. (2012). Success begets success. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2012/02/21/student-success-courses-catch-slowly-community-colleges
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine.
   Google Scholar
• Haggan, P. S. (2000). Transition counseling in the community college. Community College Journal of Research and Practice, 24(6), 427–442.
   Google Scholar
• Johnson, M. L., & Nussbaum, E. M. (2012). Achievement goals and coping strategies: Identifying the traditional/nontraditional students who use them. Journal of College and Student Development, 53(1), 41–54.
   Web of Science ®Google Scholar
• Kasworm, C. E. (1990). Adult undergraduates in higher education: A review of past research perspectives. Review of Education Research, 3, 345–372.
   Google Scholar
• Knowles, M. S. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Koehler, G., & Burke, A. (1996). Transforming the treadmill into a staircase: Preparing nontraditional first-generation college attenders for success. U.S. Department of Education. Retrieved from ERIC database. (ED414959)
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Merriam, S. B. (2005). How adult life transitions foster learning and development. New Directions for Adult and Continuing Education, 108, 3–13.
   Google Scholar
• National Center for Education Statistics. (n.d.). Nontraditional undergraduates: Definition and data. Retrieved from http://nces.ed.gov
   Google Scholar
• Orgnero, M. C. (2013). Reentering college: A nontraditional student's story about his first course. The Journal of Continuing Higher Education, 61(3), 165–174. doi: 10.1080/07377363.2013.836826
   Google Scholar
• Patton, M. Q. (2001). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Pelletier, S. G. (2010). Success for adult students. Public Purpose, 2–6. Retrieved from http://www.aascu.org/uploadedFiles/AASCU/Content/Root/MediaAndPublications/PublicPurposeMagazines/Issue/10fall_adultstudents.pdf
   Google Scholar
• Price, J. (2010). Coding: Open coding. In A. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 155–157). Thousand Oaks, CA: Sage. doi: http://dx.doi.org/10.4135/9781412957397.n55
   Google Scholar
• Reyes, P. (2014, January). College learning assessment [PowerPoint presentation]. Retrieved from www.thecb.state.tx.us
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi: 10.1037//0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Patrick, H. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6, 107–124. doi: 10.1037//0003-066X.55.1.68
   Web of Science ®Google Scholar
• Schlossberg, N. K. (1995). Counseling adults in transitions: Linking practice with theory. New York, NY: Springer.
   Google Scholar
• Sellers, D., Dochen, C. W., & Hodges, R. B. (2013). Academic transformation: The road to college success. Boston, MA: Prentice Hall.
   Google Scholar
• Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
   Google Scholar
• Writing, A. (2013). Advantages and disadvantages of a focus group. Houston Chronicle. Retrieved from http://smallbusiness.chron.com
   Google Scholar
• Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. The Journal of Continuing Higher Education, 59(1), 10–20. doi: 10.1080/07377363.2011.544977
   Google Scholar
• Zeidenberg, M., Jenkins, D., & Calcagno, J. C. (2007). Do student success courses actually help community college students succeed? Community College Research Center, 36, 1–6.
   Google Scholar