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Full-Text Articles in Education

Experiential Journey Of Females Who Enter Or Re-Enter College Later In Life To Degree Completion, Rita Audy Johnston Jan 2017

Experiential Journey Of Females Who Enter Or Re-Enter College Later In Life To Degree Completion, Rita Audy Johnston

Antioch University Full-Text Dissertations & Theses

Given the scope and paucity of knowledge about the lived experiences of the female adult student entering or re-entering college later in life to degree completion, this research study identified significant themes in their lived experiences. With an appreciative eye, this study captured the female adult students’ lived experiences conveyed in a rich, inter-connected, and inspiring picture of who they are embedded into the larger context of society; such as role identity theory, social identity theory and the applicability and interpretations of these two theories on their journey to degree completion. This study also portrayed selected aspects of the feminist ...


Test Anxiety And Other Factors As Predictors Of Outcome For An Undergraduate University's Examination Of Writing Competency, Carrie D. Smith Jul 2009

Test Anxiety And Other Factors As Predictors Of Outcome For An Undergraduate University's Examination Of Writing Competency, Carrie D. Smith

Psychology Theses & Dissertations

Testing in American schools has increased dramatically in recent years (Cizek & Burg, 2006), increasing the need for research in test anxiety (TA). Writing apprehension, a subcategory of TA, may be of particular concern among students at all levels of education given the recent addition of writing assessments on the SAT and GRE tests.

Very few recent studies have examined demographic correlates of TA and the demographics of students in higher education have been changing for some time. These changes include an increase in all categories of nontraditional students. Nontraditional students, by definition, face a particular set of challenges in attending college. They tend to have significant family responsibilities, work and/or other obligations beyond those of traditional students (Ryan, 2003), leaving less time and energy to focus on academics. The research findings on age trends have been variable. However, some research shows a slight decline in the prevalence of TA in the college years (Hembree, 1988; Zeidner, 1998). Early studies have shown that African American students, in general, show higher levels of TA than Caucasian students (Payne, Smith, & Payne, 1983; Rhine & Spaner, 1983).

There is minimal research that examines TA specifically for writing exams, or writing apprehension. Earlier studies found that writing apprehension is highly negatively correlated with performance on writing competency assessments and general essays (Daly, 1978; Faigley, Daly, & White, 1981). Given this, it is important to consider the factors that impact writing competency. Graham and Harris (2000) noted much support in the literature for the impact of transcription, or handwriting abilities, on writing competency but also point to self-regulation as another key factor in writing competency. They observed that skilled writers tend to have better self-regulation skills than less skilled writers. In ...


A Qualitative Study Of Adult Women In A Northeast Tennessee Community College., Fay C. Mcmillan Aug 2003

A Qualitative Study Of Adult Women In A Northeast Tennessee Community College., Fay C. Mcmillan

Electronic Theses and Dissertations

The purpose of this study was to determine the motivations and characteristics of returning female students ages 23-50 and to investigate the implications for the community college. Participants in the study were 30 female students ages 23-50, selected from required classes in math and English in a community college in Northeast Tennessee. The participants volunteered to participate in this study. Responses were grouped in three major categories: motivation, characteristics, and implications for the community college. The responses were then analyzed and compared with the information from the literature review.

Findings suggested that job-related reasons motivated students to return to college ...