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The experience of academic success a...

Tons, Susan.

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The experience of academic success among non-traditional aged learners: The role of possible selves in the persistence of occupational therapy students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The experience of academic success among non-traditional aged learners: The role of possible selves in the persistence of occupational therapy students./
Author:	Tons, Susan.
Description:	225 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Psychology, Behavioral. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457380
ISBN:	9781124677743

The experience of academic success among non-traditional aged learners: The role of possible selves in the persistence of occupational therapy students.
Tons, Susan.

The experience of academic success among non-traditional aged learners: The role of possible selves in the persistence of occupational therapy students. - 225 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--Michigan State University, 2011.

This study explored how non-traditional aged students in professional level occupational therapy programs persisted through their long and challenging academic curriculums despite facing obstacles. Non-traditional aged students are gravitating to majors in the professions and there are very few studies in which theoretical frameworks on student departure or persistence have been applied to students in the professions, such as the health care profession of occupational therapy. Most retention studies focus on students in non-specified majors. It was suspected that students majoring in a health care profession such as occupational therapy may have characteristics and needs that differ from students seeking degrees in other majors.

ISBN: 9781124677743Subjects--Topical Terms:

1017677
Psychology, Behavioral.

The experience of academic success among non-traditional aged learners: The role of possible selves in the persistence of occupational therapy students.
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020 $a 9781124677743
035 $a (UMI)AAI3457380
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040 $a UMI $c UMI
100 1 $a Tons, Susan. $3 1684929
245 1 4 $a The experience of academic success among non-traditional aged learners: The role of possible selves in the persistence of occupational therapy students.
300 $a 225 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: John Dirkx.
502 $a Thesis (Ph.D.)--Michigan State University, 2011.
520 $a This study explored how non-traditional aged students in professional level occupational therapy programs persisted through their long and challenging academic curriculums despite facing obstacles. Non-traditional aged students are gravitating to majors in the professions and there are very few studies in which theoretical frameworks on student departure or persistence have been applied to students in the professions, such as the health care profession of occupational therapy. Most retention studies focus on students in non-specified majors. It was suspected that students majoring in a health care profession such as occupational therapy may have characteristics and needs that differ from students seeking degrees in other majors.
520 $a This qualitative study asked participants who successfully persisted despite obstacles to tell their story in the narrative inquiry tradition. Cross-case analysis was also done to discover common patterns of experience related to the phenomena being studied. Sixteen non-traditional aged students from four institutions with accredited occupational therapy academic programs were interviewed.
520 $a A distinctive finding was related to the motivation of the participants. The participants in this study expressed unique motivations for pursuing their degree, which are not explicitly mentioned in the education retention literature. Participants all spoke of a desire to become someone different or someone better, the majority stating that they wanted to be in a position to help others or contribute to society. Enrollment in their program was viewed as a way to enact this desire to become "a new possible self" and was intertwined with strong determination, what some participants described as "mindset."
520 $a The findings also reflected that these occupational therapy students were similar to other non-traditional aged students in some ways. Their persistence was affected by the type and amount of support they received, and they also faced challenges balancing competing roles in their life such as employee, student, parent, and spouse. However, the majority of these participants faced an additional challenge to balance. Many were also struggling with a medical condition in themselves or had a close family member who faced significant health issues.
590 $a School code: 0128.
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Health Sciences, Occupational Therapy. $3 1035362
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Higher. $3 543175
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690 $a 0498
690 $a 0525
690 $a 0680
690 $a 0745
710 2 $a Michigan State University. $b Higher, Adult and Lifelong Education. $3 1684930
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Dirkx, John, $e advisor
790 1 0 $a Renn, Kristin $e committee member
790 1 0 $a Roseth, Cary $e committee member
790 1 0 $a Wawrzynski, Matthew $e committee member
790 $a 0128
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457380