Date of Award
Doctor of Philosophy
Barbara J Daley
Simone C O Conceicao, Liliana Mina, Leigh E Wallace
ABE persistence, disposition, efficacy, persistence support, social context, social learning theories
A QUALITATIVE STUDY OF ADULT STUDENTS’ EXPERIENCES WITH PERSISTENCE SUPPORT
Patricia Leong Kappel
The University of Wisconsin-Milwaukee, 2018
Under the Supervision of Professor Barbara J. Daley
This qualitative study examined the perspectives of young adults on their experiences as participants in a General Education Development certificate and high school diploma program with persistence support. The perplexing issue of persistence has prompted the efforts of similar adult basic education (ABE) programs serving at-risk populations to identify means to encourage and support sustained participation and credential completion. The literature on persistence reveals the importance of positive disposition and social context on participation decisions in these efforts. Social context is the foundation of Albert Bandura’s Social Cognitive Learning Theory. In this study, participant experiences were analyzed against the conceptual framework of Bandura’s theory. The goal was to understand how social contexts factored into the participants’ experiences and how they impacted their persistence. The findings confirmed the impact of social contexts on persistence and underscored the importance of dispositional approaches to support persistence.
Kappel, Patricia Leong, "A Qualitative Study of Adult Students' Experiences with Persistence Support" (2018). Theses and Dissertations. 1995.