Perceived Barriers to Persistence Related to Coping Strategies for Undergraduate Nontraditional Learners
Date of Graduation
College of Education and Human Services
Counseling, Rehabilitation Counseling & Counseling Psychology
Richard T Walls
Nontraditional learners experience a variety of barriers to degree completion. These barriers affect graduation rates and the time it takes to graduate. The method(s) in which the adult learner deals with each barrier will determine if they persist through their program of study or fail to graduate. This study took place at a collaborative campus involving six institutions of higher learning with both a male and female population. Investigation determined, and subsequently reported, internal and external barriers to education persistence for current nontraditional undergraduate learners enrolled in a variety of majors. The investigation then determined and reported coping strategies each learner employed. Relationships between the perceived persistence barriers and the coping strategies were then measured. The results revealed that perceived barriers affected learners to different degrees. Internal barriers overall affected adult learners more than external barriers. The results also revealed both common and uncommon coping strategies. There were both strong and weak relationships between perceived persistence barriers and coping strategies, and the relationships varied across barriers.
Griffith, Justin C., "Perceived Barriers to Persistence Related to Coping Strategies for Undergraduate Nontraditional Learners" (2011). Graduate Theses, Dissertations, and Problem Reports. 4724.