Literaturnachweis - Detailanzeige
Autor/in | Hegarty, Niall |
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Titel | Adult Learners as Graduate Students: Underlying Motivation in Completing Graduate Programs |
Quelle | In: Journal of Continuing Higher Education, 59 (2011) 3, S.146-151 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0737-7363 |
DOI | 10.1080/07377363.2011.614883 |
Schlagwörter | Graduate Students; Human Capital; Motivation; Adult Learning; Motivation Techniques; Student Motivation; Achievement Need; Goal Orientation; Student Educational Objectives; Aptitude Treatment Interaction; Measurement Techniques; Educational Practices; Instructional Development; Academic Persistence Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Humankapital; psychologische; Motivation (psychologisch); Adulte education; Adult training; Erwachsenenbildung; Motivationsförderung; Schulische Motivation; Zielorientierung; Zielvorstellung; Messtechnik; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung |
Abstract | The majority of graduate part-time programs are fueled by adult learners seeking to enhance their human capital and advance professional careers. In contrast, degree-granting programs seek to impart knowledge and advance learning in a particular discipline. At this intersection lies the individual student's motivation to satisfy their personal goals while also satisfying a college's knowledge requirement in a specific area. The primary focus of this article is to highlight the absence of research and measurement of this student population. Student motivation is examined and motivation characteristics are identified that assist the adult learner complete graduate school education. The article also serves as a guide to program developers in understanding this student body. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |