237
Views
0
CrossRef citations to date
0
Altmetric
Articles

Post-Traditional Students’ Perceptions of Mattering: The Role of Faculty and Student Interaction

References

  • Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122. https://doi.org/10.1353/jhe.2002.0001
  • Baldizan, E. (2018). Post-traditional students make their mark: Campuses adjust programs, services to meet diverse needs. Leadership Exchange Solutions for Student Affairs Management, 16(3), 14–21.
  • Berger, J. (1997). Students' sense of community in residence halls, social integration, and first- year persistence. Journal of College Student Development, 38(5), 441–452.
  • Bergman, M. (2012). An examination of factors that impact persistence among adult students in a degree completion program at a four-year university (Publication No. 3531455) [Doctoral dissertation, University of Louisville].
  • Bergman, M., Gross, J. P. K., Berry, M., & Shuck, B. (2014). If life happened but a degree didn’t: Examining factors that impact adult student persistence. The Journal of Continuing Higher Education, 62(2), 90–101. https://doi.org/10.1080/07377363.2014.915445
  • Bjordal, G. A. (2011). Serving the nontraditional student: An examination of diverse characteristics and common needs (Publication No. 912740306) [Doctoral dissertation, University of South Dakota]. ProQuest Dissertations and Theses Global.
  • Bohl, A., Haak, B., & Shrestha, S. (2017). The experience of non-traditional students: A qualitative inquiry. The Journal of Continuing Higher Education, 65(3), 166–174. https://doi.org/10.1080/07377363.2017.1368663
  • Choy, S. (2002). Findings from the condition of education 2002: Nontraditional undergraduates. http://nces.ed.gov/pubs2002/2002012.pdf
  • CLASP. (2015). Center for postsecondary and economic success. http://www.clasp.org/resources-and-publications/publication-1/CPES-Nontraditional-students-pdf.pdf
  • Culp, M. (2014). The many faces of adult learners: Why they matter and what they need. NASPA Leadership Exchange, 12(1), 10–15. Retrieved from https://www.leadershipexchange-digital.com/leadershipexchange/2014spring?pg=1#pg1
  • Gilardi, S., & Guglielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. The Journal of Higher Education, 82(1), 33–53. https://doi.org/10.1353/jhe.2011.0005
  • Horn, L. J. (1996). Nontraditional undergraduates: Trends in enrollment from 1986 to 1992 and persistence and attainment among 1989–90 beginning postsecondary students. http://nces.ed.gov/pubs/97578.pdf
  • Jacobi, M. (1991). Mentoring and academic success: A literature review. Review of Educational Research, 61(4), 505–532. https://doi.org/10.2307/1170575
  • Klug, J. M. (2008). A phenomenological study of students’ perceptions of mattering at a selected Midwestern public institution (Publication No. 3333970) [Doctoral dissertation, University of South Dakota].
  • Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990’s. The Review of Higher Education, 24(3), 309–332. https://doi.org/10.1353/rhe.2001.0005
  • Laerd Statistics. (2015). Cronbach’s alpha using SPSS Statistics. Statistical tutorials and software guidelines. Retrieved from https://statistics.laerd.com/
  • Levin, J. S. (2007). Nontraditional students and community colleges: The conflict of justice and neoliberalism. Palgrave Macmillan.
  • Lumina Foundation for Education. (2010). Request for proposals to increase adult degree completion. http://www.luminafoundation.org
  • Mullen, J. N. (2016). A comparative analysis of nontraditional students' perceptions of mattering in small private catholic four-year academic institution (Publication No. 1808509721) [Doctoral dissertation, Wilkes University].
  • NASPA Student Affairs Administrators in Higher Education. (2014). Vice president for student affairs census. http://census.naspa.org/functional-area-section/non-traditional-student-services
  • National Center for Education Statistics. (2018). Nontraditional undergraduates: Definitions and data. https://nces.ed.gov/pubs/web/97578e.asp
  • National Student Clearinghouse Research Center. (2020). High school benchmarks: With a COVID-19 special analysis. https://nscresearchcenter.org/high-school-benchmarks/
  • Noel-Levitz & Center for Adult and Experiential Learning. (2013). National adult learners satisfaction-priorities report. https://www.noellevitz.com/papers-research-higher-education/2013/2013-national-student-satisfaction-and-priorities-report
  • Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50(4), 545–595. https://doi.org/10.3102/00346543050004545
  • Pascarella, E. T., & Terenzini, P. T. (1977). Patterns of student-faculty informal interaction beyond the classroom and voluntary freshman attrition. The Journal of Higher Education, 48(5), 540–552. https://doi.org/10.2307/1981596
  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. Jossey Bass.
  • Provasnik, S., & Planty, M. (2008). Community college: Special supplement to the condition of education 2008. https://nces.ed.gov/pubs2008/2008033.pdf
  • Rosenberg, M., & McCullough, B. C. (1981). Mattering: Inferred significance and mental health among adolescents. Research in Community and Mental Health, 1, 163–182.
  • Rosenthal, G. T., Folse, E. J., Alleman, N. W., Boudreaux, D., Soper, B., & Von Bergen, C. (2000). The one-to-one survey: Traditional versus non-traditional student satisfaction with professors during one-to-one contacts. College Student Journal, 34(2), 315.
  • Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13, 26–29.
  • Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New Directions for Student Services, 1989(48), 5–15.
  • Schlossberg, N. K., Lassalle, A. D., & Golec, R. R. (1990). The mattering scales for adult students in postsecondary education. http://files.eric.ed.gov/fulltext/ED341772.pdf
  • Schwitzer, A. M., Griffin, O. T., Ancis, J. R., & Thomas, C. R. (1999). Social adjustment experiences of African American college students. Journal of Counseling & Development, 77(2), 189–197. https://doi.org/10.1002/j.1556-6676.1999.tb02439.x
  • Stage, F. K., & Hubbard, S. (2007). Teaching Latino, African American, and Native American undergraduates: Faculty attitudes, conditions, and practices. In M. Gasman, B. Baez & C. Turner (Eds.), Interdisciplinary approaches to under-standing minority-serving institutions (pp. 295–312). State University of New York Press.
  • Tovar, E., Simon, M. A., & Lee, H. B. (2009). Development and validation of the college mattering inventory with diverse urban college students. Measurement and Evaluation in Counseling and Development, 42(3), 154–178. https://doi.org/10.1177/0748175609344091
  • Zerquera, D., Ziskin, M., & Torres, V. (2018). Faculty views of “nontraditional” students: Aligning perspectives for student success. Journal of College Student Retention: Research, Theory & Practice, 20(1), 29–46. https://doi.org/10.1177/1521025116645109

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.