Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation

Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic...

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Autores principales:	Peter E. Williams, Natalie Wall, Wade Fish
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	academic self-regulation adults doctoral education first-generation social support Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f87941ac74d04fedb055e21f55229829
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spelling	oai:doaj.org-article:f87941ac74d04fedb055e21f552298292021-12-02T17:15:37ZMid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation10.19173/irrodl.v20i1.37891492-3831https://doaj.org/article/f87941ac74d04fedb055e21f552298292019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3789https://doaj.org/toc/1492-3831Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at mid-career, particularly among those students who are first generation college goers. This study addressed the following questions: (1) To what degree do parental education level and cohort progression predict academic self-regulation? and (2) What sources of social support – family, friends, loved one (significant other), and classmates – are predictive of academic self-regulation for adult students in an online doctoral program? Findings include evidence that the influence of parental educational level on academic self-regulation persists through midlife. Also, that perceived social support from family, friends, and peers predicts academic self-regulation. We conclude with implications for the design of online programs. Peter E. WilliamsNatalie WallWade FishAthabasca University Pressarticleacademic self-regulationadultsdoctoral educationfirst-generationsocial supportSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic self-regulation adults doctoral education first-generation social support Special aspects of education LC8-6691
spellingShingle	academic self-regulation adults doctoral education first-generation social support Special aspects of education LC8-6691 Peter E. Williams Natalie Wall Wade Fish Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation
description	Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at mid-career, particularly among those students who are first generation college goers. This study addressed the following questions: (1) To what degree do parental education level and cohort progression predict academic self-regulation? and (2) What sources of social support – family, friends, loved one (significant other), and classmates – are predictive of academic self-regulation for adult students in an online doctoral program? Findings include evidence that the influence of parental educational level on academic self-regulation persists through midlife. Also, that perceived social support from family, friends, and peers predicts academic self-regulation. We conclude with implications for the design of online programs.
format	article
author	Peter E. Williams Natalie Wall Wade Fish
author_facet	Peter E. Williams Natalie Wall Wade Fish
author_sort	Peter E. Williams
title	Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation
title_short	Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation
title_full	Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation
title_fullStr	Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation
title_full_unstemmed	Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation
title_sort	mid-career adult learners in an online doctoral program and the drivers of their academic self-regulation
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/f87941ac74d04fedb055e21f55229829
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Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation

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