Motivational Factors Affecting Adult Student Persistence at Commuter Colleges A Case Study

1. Motivational Factors Affecting Adult Student Persistence at Commuter Colleges � A Case Study 

2. Background Upper Iowa University is a 151 year old private, liberal arts University based in Fayette, IA. The Residential Campus in Fayette houses nearly 800 students. The Extended University has 15 US learning centers, an Online and External Degree (Independent Study) Program. This program houses 4,500 non-traditional students.

3. Academic Advisors Upper Iowa uses professional multi-disciplined Academic Advisors who serve the returning adult student from admission to graduation. Academic advisors are key to a successful retention program.

4. AQIP and Retention In the spring of 2005, UIU was accepted into AQIP. One of the University�s first AQIP projects was an analysis of retention or, more specifically, attrition. The Noel-Levitz Adult Students Priorities Survey is administered annually. Annual attrition statistics are gathered to determine success in student retention.

5. The Next Level � Motivational Factors As a result of the information initially gathered during our AQIP study, we decided to take our retention program to the next level. A study was designed to determine non-institutional motivational factors involved in UIU adult student retention/attrition in 2007.

6. Conceptual Framework Three factors, sometimes referred to as barriers, affect adult student motivation Institutional Environmental Psychological

7. Factors Affecting Motivation Environmental Factors Family obligations Employment challenges Financial concerns Social activities

8. Factors Affecting Motivation Psychological Factors Self-efficacy Locus of control Intrinsic versus Extrinsic Goal commitment motivation

9. Research Questions What external factors are the most likely to affect motivation and cause adult students to drop out? Which demographic groups are more likely to be at risk to drop out because of external factors affecting adult student motivation? What factors are most prevalent to cause adult students to return to their programs?

10. Gender

11. Martial Status

12. Age Groups

13. Ethnic or Cultural Backgrounds

14. Delayed or Dropped Out of College

15. Findings � Psychological Factors 95% (554) believed in their own ability to finish college 95% (552) agreed or strongly agreed that were capable of mastering their course material and achieving success 90% (527) indicated that they agreed or strongly agreed that working hard in college will result in a better life

16. Findings � Psychological Factors 90% (526) reported that the sacrifice of time, money and commitment was worth the sacrifice later on after receipt of their degree 76% (444) indicated that they would get promoted or a better job as a result of their attaining a college degree One half (294) agreed or strongly agreed that the positive feeling they received from learning was more satisfying than receiving grades or a degree

17. Findings � Environmental Factors 50% (294) agreed or strongly agreed that family obligations required them to take time off from school 16% (93) indicated that they had to drop out of college because of childcare responsibilities 10% (60) agreed that caring for elderly parents was a challenge for them as they continued their college education

18. Findings � Environmental Factors 70% (405) personal life does affect their ability to remain in college and continue their studies 43% (250) job responsibilities required them to take time off from college and their continuing education 70% (421) would have to drop out if they did not receive some type of financial assistance 45 % (263) were often overwhelmed with other commitments as they continued their college education

19. Other Findings There is little difference between men and women and the reasons they return to college There is little difference between men and women regarding the influence of psychological factors However, there is statistical significance between men and women and how the impact of environmental factors affects their ability to remain in college Women under 25 years old are most vulnerable to drop out

20. Findings � Reasons for returning to college 22% (128) returned to college for economic reasons. 44% (256) returned to college to get promoted 43% (250) returned to college to set an example for their family 46% (268) returned to college to learn new things and to enrich their life

21. Motivational Influences for Returning to College The Influence of Family The Influence of the Workplace The Need for Self-Actualization and Socialization

22. The Influence of Family I want to be an example to my daughters and son that one can better themselves. My kids (2) have 5 degrees. I was a teenage unwed mother � I wanted to accomplish this to make my kids proud of me. I promised my parents I would get a degree. To give myself and family other options [career wise].

23. The Influence of Family So my daughter will go to college after she gets done with high school. Respect amongst my family and peers. To motivate my 14 year old son that he needs more than a high school diploma and needs a career not just a job.

24. The Influence of Family College degrees are important to my family. Without a college degree you are nothing. The motivation I receive from my family helps me to keep moving forward. My children are everything to me, and how can I encourage them to go to college if I don�t?

25. The Influence of the Workplace Want to get a better job. This was the completion of a second degree and a career change. I have a graduate level degree as well. Getting a degree is one way to get promoted. I want to get a job that I can enjoy. [My] boss puts it on my review every year. My qualifications for a job were outdated after being an at home mom for 10 years. Last job had downsizing after [working] 18 years as a supervisor.

26. The Influence of the Workplace I wanted to have something to fall back on when I got out of the Army. My training will only take me so far, I need a degree. I have a bachelor�s degree in sociology; I am taking coursework to acquire my social work license. Making more money, need to succeed. Degree is a requirement for my current position. It was recommended by my CEO.

27. The need for achievement or socialization Because I have worked so hard at trying to accomplish my goal. Love to learn! Moved and got settled into a new place; good way to make friends. Education is something no one can ever take away. Wanting to complete this chapter in my life. I want to make a big difference in my life and others around me. I like school. I want to complete what I have started to be able to go to the next level in life. Self gratification. Single � too much time on my hands. I like the learning and also the interaction with other adults. Self esteem in being a college grad; future employment �marketability and stability; increased survivability in the world.

28. Recommendations for advisors, faculty and other administrators Continuous active engagement with advisors � not just at admission and graduation Peer support teams Mentors Financial aid counseling Degree completion plans

29. Recommendations Continued Accelerated, flexible learning opportunities Career Services Math and Writing Tutors and Tutorial Services UIU has created a team of individuals to work on a project for the enhancement of all student services (library, advising, disabilities, tutoring, career services)

30. Adult Student Motivation Other Ideas? Questions?

31. Motivational Factors Affecting Adult Student Persistence at Commuter Colleges � A Case Study For more information on this study to include design, methodology, instrument, supporting theories, etc, contact us at: wentholdk@uiu.edu; 563-425-5394 huntt@uiu.edu 414-475-3382