Nontraditional Students and Credit for Prior Learning-Analytical Thinking, Clout, Drives, and Motives
Saved in:
| Title: | Nontraditional Students and Credit for Prior Learning-Analytical Thinking, Clout, Drives, and Motives |
|---|---|
| Language: | English |
| Authors: | Catherine A. Cherrstrom (ORCID |
| Source: | Journal of Continuing Higher Education. 2024 72(2):237-252. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Nontraditional Students, Credits, Prior Learning, Logical Thinking, Learning Motivation, Adult Students, Adult Learning, Writing Assignments, Student Evaluation, College Students, Language Usage, Psychological Patterns, Hispanic American Students, Minority Serving Institutions |
| DOI: | 10.1080/07377363.2023.2222247 |
| ISSN: | 0737-7363 1948-4801 |
| Abstract: | This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study found that nontraditional students have low clout, a high drive for achievement, and a high motive of allure. In addition, students participating in credit for prior learning (CPL), also referred to as prior learning assessment (PLA), have statistically higher analytical thinking, drive for affiliation, and reward as motive. These results offer implications for prospective and nontraditional students, for academic advisors and instructors, and for higher education institutions and CPL programs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432093 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study found that nontraditional students have low clout, a high drive for achievement, and a high motive of allure. In addition, students participating in credit for prior learning (CPL), also referred to as prior learning assessment (PLA), have statistically higher analytical thinking, drive for affiliation, and reward as motive. These results offer implications for prospective and nontraditional students, for academic advisors and instructors, and for higher education institutions and CPL programs. |
|---|---|
| ISSN: | 0737-7363 1948-4801 |
| DOI: | 10.1080/07377363.2023.2222247 |
