Learning Attributes, Academic Self-Efficacy and Sense of Belonging amongst Mature Students at a Canadian University

Autor/inn/en	Erb, Sandra; Drysdale, Maureen T. B.
Titel	Learning Attributes, Academic Self-Efficacy and Sense of Belonging amongst Mature Students at a Canadian University
Quelle	In: Studies in the Education of Adults, 49 (2017) 1, S.62-74 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2017.1283754
Schlagwörter	Self Efficacy; Student School Relationship; Academic Persistence; School Holding Power; Well Being; Foreign Countries; Cognitive Style; Adult Students; Undergraduate Students; Nontraditional Students; Learning Strategies; Student Motivation; Student Attitudes; Academic Ability; Self Concept; Test Anxiety; Academic Achievement; Canada + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schüler-Lehrer-Beziehung; Well-being; Wellness; Wohlbefinden; Ausland; Cognitive styles; Kognitiver Stil; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Schülerverhalten; Selbstkonzept; Examination phobia; Testangst; Prüfungsangst; Schulleistung; Kanada
Abstract	The current study investigated learning attributes, academic self-efficacy and sense of belonging of mature adult students in higher education. Undergraduate students of all ages at a large Canadian research intensive university were recruited to participate in an online survey. Mature and traditional age students were compared on their motivation and learning strategies, test anxiety, academic self-efficacy and sense of belonging. Results revealed that mature students possessed significantly higher levels of overall academic self-efficacy and lower levels of test anxiety than traditional age students, boding well for their success in higher education. However, significantly lower levels of sense of belonging reported by mature students provide cause for concern considering the relationship between sense of belonging, persistence in higher education and well-being. Implications, limitations and recommendations for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01