Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Country:

You searched for subject:(Adult students Psychology ). Showing records 1 – 30 of 67621 total matches.

[1] [2] [3] [4] [5] … [2255]

Search Limiters

Last 2 Years | English Only

Languages

▼ Search Limiters


IUPUI

1. Solinski, Cynthia Leigh. Coping with Stigma: An Adult Learners' Perspective.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

This study contributes to the research on stigma and adult literacy by giving voice to an understudied and marginalized group.… (more)

Subjects/Keywords: Adult students; Functional literacy; Stigma (Social psychology)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Solinski, C. L. (2010). Coping with Stigma: An Adult Learners' Perspective. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Solinski, Cynthia Leigh. “Coping with Stigma: An Adult Learners' Perspective.” 2010. Thesis, IUPUI. Accessed November 13, 2019. http://hdl.handle.net/1805/2196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Solinski, Cynthia Leigh. “Coping with Stigma: An Adult Learners' Perspective.” 2010. Web. 13 Nov 2019.

Vancouver:

Solinski CL. Coping with Stigma: An Adult Learners' Perspective. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1805/2196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Solinski CL. Coping with Stigma: An Adult Learners' Perspective. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

2. Jackson, Delores. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.

Degree: 2014, University of North Texas

 This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were… (more)

Subjects/Keywords: adult learner; online college courses; adult-continuing generation students; Self-efficacy.; First-generation college students  – Psychology.; College students  – Psychology.; Distance education students  – Psychology.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jackson, D. (2014). Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700075/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jackson, Delores. “Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.” 2014. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc700075/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jackson, Delores. “Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.” 2014. Web. 13 Nov 2019.

Vancouver:

Jackson D. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700075/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson D. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700075/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

3. Fox, Laura C. Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder.

Degree: PhD, Psychology (Arts and Sciences), 2008, Ohio University

 The present study pursued two broad goals related to the examination of psychological, demographic, and neuropsychological correlates of ADHD in young adulthood. First, the study… (more)

Subjects/Keywords: Psychology; Adult ADHD; college students; neuropsychology; ADHD assessment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fox, L. C. (2008). Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217449628

Chicago Manual of Style (16th Edition):

Fox, Laura C. “Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder.” 2008. Doctoral Dissertation, Ohio University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217449628.

MLA Handbook (7th Edition):

Fox, Laura C. “Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder.” 2008. Web. 13 Nov 2019.

Vancouver:

Fox LC. Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder. [Internet] [Doctoral dissertation]. Ohio University; 2008. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217449628.

Council of Science Editors:

Fox LC. Examination of Psychosocial and Neuropsychological Characteristics of Young Adults with and without Attention-Deficit/Hyperactivity Disorder. [Doctoral Dissertation]. Ohio University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217449628


University of Southern Mississippi

4. Ammons, Christian. Parental Attachment and Adult Attachment: The Moderating Role of Dispositional Forgiveness and Gratitude.

Degree: MA, 2018, University of Southern Mississippi

  Secure parental attachment, characterized by trust, care, and autonomy granting, is associated with improved psychological functioning and adjustment to college and is often associated… (more)

Subjects/Keywords: Parental attachment; Adult attachment; Forgiveness; Gratitude; College students; Counseling Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ammons, C. (2018). Parental Attachment and Adult Attachment: The Moderating Role of Dispositional Forgiveness and Gratitude. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/377

Chicago Manual of Style (16th Edition):

Ammons, Christian. “Parental Attachment and Adult Attachment: The Moderating Role of Dispositional Forgiveness and Gratitude.” 2018. Masters Thesis, University of Southern Mississippi. Accessed November 13, 2019. https://aquila.usm.edu/masters_theses/377.

MLA Handbook (7th Edition):

Ammons, Christian. “Parental Attachment and Adult Attachment: The Moderating Role of Dispositional Forgiveness and Gratitude.” 2018. Web. 13 Nov 2019.

Vancouver:

Ammons C. Parental Attachment and Adult Attachment: The Moderating Role of Dispositional Forgiveness and Gratitude. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2019 Nov 13]. Available from: https://aquila.usm.edu/masters_theses/377.

Council of Science Editors:

Ammons C. Parental Attachment and Adult Attachment: The Moderating Role of Dispositional Forgiveness and Gratitude. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/377


University of New Mexico

5. Verstynen, Pamela. EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM.

Degree: Organization, Information & Learning Sciences, 2011, University of New Mexico

 The purpose of this study was to explore the metaphors and cognitively structured metaphors older adult students of the Baby Boomer generation use when discussing… (more)

Subjects/Keywords: Baby boom generation – Psychology; Adult college students – Attitudes; College freshmen – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Verstynen, P. (2011). EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12877

Chicago Manual of Style (16th Edition):

Verstynen, Pamela. “EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM.” 2011. Doctoral Dissertation, University of New Mexico. Accessed November 13, 2019. http://hdl.handle.net/1928/12877.

MLA Handbook (7th Edition):

Verstynen, Pamela. “EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM.” 2011. Web. 13 Nov 2019.

Vancouver:

Verstynen P. EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1928/12877.

Council of Science Editors:

Verstynen P. EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12877


Washington State University

6. [No author]. Service Learning and Adult Students: Implications for Academic Achievement and Student-Faculty Interactions .

Degree: 2012, Washington State University

 One challenge facing higher education today is the retention of degree-seeking adult students over the age of 25. Adult students have different ways of learning… (more)

Subjects/Keywords: Higher education; Educational psychology; Adult education; Academic Achievement; Adult Students; Nontraditional Students; Service Learning; Student-Faculty Interactions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2012). Service Learning and Adult Students: Implications for Academic Achievement and Student-Faculty Interactions . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Service Learning and Adult Students: Implications for Academic Achievement and Student-Faculty Interactions .” 2012. Thesis, Washington State University. Accessed November 13, 2019. http://hdl.handle.net/2376/4286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Service Learning and Adult Students: Implications for Academic Achievement and Student-Faculty Interactions .” 2012. Web. 13 Nov 2019.

Vancouver:

author] [. Service Learning and Adult Students: Implications for Academic Achievement and Student-Faculty Interactions . [Internet] [Thesis]. Washington State University; 2012. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2376/4286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Service Learning and Adult Students: Implications for Academic Achievement and Student-Faculty Interactions . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. McCutcheon, Carolyn Ann. Perseverance and persistence in achieving educational goals : a case study of an adult charter high school examining perseverance of students utilizing a mixed methods approach.

Degree: Thesis (D. Ed.), 2014, Ball State University

 The purpose of this study was to examine a potential variation between students who persist toward their educational goals from those students who are not… (more)

Subjects/Keywords: Persistence  – Case studies; Adult students  – Psychology  – Case studies; Adult students  – Testing  – Case studies; Academic achievement  – Testing  – Case studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McCutcheon, C. A. (2014). Perseverance and persistence in achieving educational goals : a case study of an adult charter high school examining perseverance of students utilizing a mixed methods approach. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/199231

Chicago Manual of Style (16th Edition):

McCutcheon, Carolyn Ann. “Perseverance and persistence in achieving educational goals : a case study of an adult charter high school examining perseverance of students utilizing a mixed methods approach.” 2014. Doctoral Dissertation, Ball State University. Accessed November 13, 2019. http://cardinalscholar.bsu.edu/handle/123456789/199231.

MLA Handbook (7th Edition):

McCutcheon, Carolyn Ann. “Perseverance and persistence in achieving educational goals : a case study of an adult charter high school examining perseverance of students utilizing a mixed methods approach.” 2014. Web. 13 Nov 2019.

Vancouver:

McCutcheon CA. Perseverance and persistence in achieving educational goals : a case study of an adult charter high school examining perseverance of students utilizing a mixed methods approach. [Internet] [Doctoral dissertation]. Ball State University; 2014. [cited 2019 Nov 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199231.

Council of Science Editors:

McCutcheon CA. Perseverance and persistence in achieving educational goals : a case study of an adult charter high school examining perseverance of students utilizing a mixed methods approach. [Doctoral Dissertation]. Ball State University; 2014. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199231


University of Oklahoma

8. Murdock, Cheryl Lorraine. Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?.

Degree: PhD, 2012, University of Oklahoma

 The term "first-generation" has long been used in the literature as a descriptive term to identify a subpopulation of college students who experience obstacles toward… (more)

Subjects/Keywords: First-generation college students – Psychology; Autonomy in youth; Goal (Psychology); Parent and adult child

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Murdock, C. L. (2012). Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318632

Chicago Manual of Style (16th Edition):

Murdock, Cheryl Lorraine. “Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed November 13, 2019. http://hdl.handle.net/11244/318632.

MLA Handbook (7th Edition):

Murdock, Cheryl Lorraine. “Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?.” 2012. Web. 13 Nov 2019.

Vancouver:

Murdock CL. Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/11244/318632.

Council of Science Editors:

Murdock CL. Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318632


University of Wisconsin – Stout

9. Hubbard, Audra. Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Adult students – Psychology; Motivation in adult education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hubbard, A. (2003). Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf ; http://digital.library.wisc.edu/1793/40883

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hubbard, Audra. “Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education.” 2003. Thesis, University of Wisconsin – Stout. Accessed November 13, 2019. http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf ; http://digital.library.wisc.edu/1793/40883.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hubbard, Audra. “Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education.” 2003. Web. 13 Nov 2019.

Vancouver:

Hubbard A. Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2019 Nov 13]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf ; http://digital.library.wisc.edu/1793/40883.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hubbard A. Motivational strategies and their applications to the educational needs of adult learners at institutions of higher education. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003hubbarda.pdf ; http://digital.library.wisc.edu/1793/40883

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Tennessee – Knoxville

10. Mottern, Rondal David. "Your World Stops": The Relationship Chiasm between Teachers and Students in Court-Mandated Adult Education.

Degree: 2011, University of Tennessee – Knoxville

 This study examines the experiences of teachers working with court-mandated students in GED/ABE programs. While there is a considerable body of literature on adult correctional… (more)

Subjects/Keywords: court-mandated students; adult education; phenomenology; chiasm; correctional education; Education; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mottern, R. D. (2011). "Your World Stops": The Relationship Chiasm between Teachers and Students in Court-Mandated Adult Education. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1209

Chicago Manual of Style (16th Edition):

Mottern, Rondal David. “"Your World Stops": The Relationship Chiasm between Teachers and Students in Court-Mandated Adult Education.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed November 13, 2019. https://trace.tennessee.edu/utk_graddiss/1209.

MLA Handbook (7th Edition):

Mottern, Rondal David. “"Your World Stops": The Relationship Chiasm between Teachers and Students in Court-Mandated Adult Education.” 2011. Web. 13 Nov 2019.

Vancouver:

Mottern RD. "Your World Stops": The Relationship Chiasm between Teachers and Students in Court-Mandated Adult Education. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2019 Nov 13]. Available from: https://trace.tennessee.edu/utk_graddiss/1209.

Council of Science Editors:

Mottern RD. "Your World Stops": The Relationship Chiasm between Teachers and Students in Court-Mandated Adult Education. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/1209


Kent State University

11. Meinert, Pamela A. The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students.

Degree: PhD, College of Education, Health, and Human Services / Department of Educational Foundations and Special Services, 2008, Kent State University

 This mixed methods research study used a natural inquiry approach to investigate the effects of previous life experience on learning in nontraditional nursing students. A… (more)

Subjects/Keywords: Educational Psychology; nursing education; nontraditional nursing students; nontraditional students; adult learners; cognitive structure changes; life experience; knowledge acquisition; learning; cognition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Meinert, P. A. (2008). The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1216647879

Chicago Manual of Style (16th Edition):

Meinert, Pamela A. “The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students.” 2008. Doctoral Dissertation, Kent State University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216647879.

MLA Handbook (7th Edition):

Meinert, Pamela A. “The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students.” 2008. Web. 13 Nov 2019.

Vancouver:

Meinert PA. The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216647879.

Council of Science Editors:

Meinert PA. The Effect of Previous Life Experience on Cognitive Structure Changes and Knowledge Acquisition of Nursing Theory and Clinical Skills in Nontraditional Nursing Students. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1216647879


Michigan State University

12. Brazelton, Grady Blue. Adult learners at community colleges : influence of technology on feelings of marginality and mattering.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2016

Adult learners represent a population of students in community colleges who may be… (more)

Subjects/Keywords: Adult students; Community college students; Digital electronics – Psychological aspects; Educational technology – Psychological aspects; Marginality, Social; Higher education; Mattering (Psychology)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brazelton, G. B. (2016). Adult learners at community colleges : influence of technology on feelings of marginality and mattering. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brazelton, Grady Blue. “Adult learners at community colleges : influence of technology on feelings of marginality and mattering.” 2016. Thesis, Michigan State University. Accessed November 13, 2019. http://etd.lib.msu.edu/islandora/object/etd:4369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brazelton, Grady Blue. “Adult learners at community colleges : influence of technology on feelings of marginality and mattering.” 2016. Web. 13 Nov 2019.

Vancouver:

Brazelton GB. Adult learners at community colleges : influence of technology on feelings of marginality and mattering. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Nov 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brazelton GB. Adult learners at community colleges : influence of technology on feelings of marginality and mattering. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Oklahoma

13. Bryan, Robert T. Persistence among adult students enrolled in business- and ministry-related tracks of degree-completion programs.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2006, University of Oklahoma

Adult degree-completion programs have burgeoned in recent times, particularly in private colleges. Adapting their programs to the specificities of adult learners, they attract ever increasing… (more)

Subjects/Keywords: Seminarians Psychology.; Adult college students Psychology.; Education, Adult and Continuing.; Church college students Psychology.; Education, Higher.; Business students Psychology.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bryan, R. T. (2006). Persistence among adult students enrolled in business- and ministry-related tracks of degree-completion programs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1030

Chicago Manual of Style (16th Edition):

Bryan, Robert T. “Persistence among adult students enrolled in business- and ministry-related tracks of degree-completion programs.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed November 13, 2019. http://hdl.handle.net/11244/1030.

MLA Handbook (7th Edition):

Bryan, Robert T. “Persistence among adult students enrolled in business- and ministry-related tracks of degree-completion programs.” 2006. Web. 13 Nov 2019.

Vancouver:

Bryan RT. Persistence among adult students enrolled in business- and ministry-related tracks of degree-completion programs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/11244/1030.

Council of Science Editors:

Bryan RT. Persistence among adult students enrolled in business- and ministry-related tracks of degree-completion programs. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1030


Kansas State University

14. Morgan, Troy P. Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students.

Degree: MS, Department of Special Education, Counseling and Student Affairs, 2011, Kansas State University

 Student affairs personnel in higher education have an extraordinary ability to affect positively the academic, personal, social, emotional, and vocational development of students, as well… (more)

Subjects/Keywords: Psychosocial; Multicultural; Academic probation; Academic Success; College Students; Adult Education (0516); Counseling Psychology (0603); Educational Psychology (0525)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Morgan, T. P. (2011). Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/10746

Chicago Manual of Style (16th Edition):

Morgan, Troy P. “Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students.” 2011. Masters Thesis, Kansas State University. Accessed November 13, 2019. http://hdl.handle.net/2097/10746.

MLA Handbook (7th Edition):

Morgan, Troy P. “Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students.” 2011. Web. 13 Nov 2019.

Vancouver:

Morgan TP. Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2097/10746.

Council of Science Editors:

Morgan TP. Academic assistance centers: focusing on psychosocial variables of academic success for multicultural and academic probation students. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/10746


University of Georgia

15. Jang, Suh Young. How university attendance affects the personal development of highly-educated middle class Korean reentry women.

Degree: PhD, Adult Education, 2002, University of Georgia

 The purpose of this qualitative study was to understand how university attendance affects the personal development of highly-educated middle class Korean reentry women. The constant… (more)

Subjects/Keywords: Adult students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jang, S. Y. (2002). How university attendance affects the personal development of highly-educated middle class Korean reentry women. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jang_suh_young_200208_phd

Chicago Manual of Style (16th Edition):

Jang, Suh Young. “How university attendance affects the personal development of highly-educated middle class Korean reentry women.” 2002. Doctoral Dissertation, University of Georgia. Accessed November 13, 2019. http://purl.galileo.usg.edu/uga_etd/jang_suh_young_200208_phd.

MLA Handbook (7th Edition):

Jang, Suh Young. “How university attendance affects the personal development of highly-educated middle class Korean reentry women.” 2002. Web. 13 Nov 2019.

Vancouver:

Jang SY. How university attendance affects the personal development of highly-educated middle class Korean reentry women. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Nov 13]. Available from: http://purl.galileo.usg.edu/uga_etd/jang_suh_young_200208_phd.

Council of Science Editors:

Jang SY. How university attendance affects the personal development of highly-educated middle class Korean reentry women. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/jang_suh_young_200208_phd


Penn State University

16. Clemente, Kathleen Ann. Experiences of Adult Students in Multi-generational Classrooms.

Degree: EdD, Adult Education, 2010, Penn State University

 ABSTRACT This qualitative study is a basic interpretative inquiry studying the experiences of fourteen adult students 45 years of age or older in a multi-generational… (more)

Subjects/Keywords: Multigenerational classrooms; Adult students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clemente, K. A. (2010). Experiences of Adult Students in Multi-generational Classrooms. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10693

Chicago Manual of Style (16th Edition):

Clemente, Kathleen Ann. “Experiences of Adult Students in Multi-generational Classrooms.” 2010. Doctoral Dissertation, Penn State University. Accessed November 13, 2019. https://etda.libraries.psu.edu/catalog/10693.

MLA Handbook (7th Edition):

Clemente, Kathleen Ann. “Experiences of Adult Students in Multi-generational Classrooms.” 2010. Web. 13 Nov 2019.

Vancouver:

Clemente KA. Experiences of Adult Students in Multi-generational Classrooms. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Nov 13]. Available from: https://etda.libraries.psu.edu/catalog/10693.

Council of Science Editors:

Clemente KA. Experiences of Adult Students in Multi-generational Classrooms. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10693


Miami University

17. Christman, Heather Shook. Connections between Leadership and Developmental Capacities in College Students.

Degree: PhD, Educational Leadership, 2013, Miami University

 Colleges and universities have a unique opportunity to develop leaders capable of addressing the challenges of tomorrow. Critical components of such leadership include understanding oneself,… (more)

Subjects/Keywords: Adult Education; Developmental Psychology; Educational Leadership; Higher Education Administration; Higher Education; self authorship; self evolution; Social Change Model of Leadership Development; leadership development; adult development; college students; development; learning outcomes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christman, H. S. (2013). Connections between Leadership and Developmental Capacities in College Students. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532

Chicago Manual of Style (16th Edition):

Christman, Heather Shook. “Connections between Leadership and Developmental Capacities in College Students.” 2013. Doctoral Dissertation, Miami University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532.

MLA Handbook (7th Edition):

Christman, Heather Shook. “Connections between Leadership and Developmental Capacities in College Students.” 2013. Web. 13 Nov 2019.

Vancouver:

Christman HS. Connections between Leadership and Developmental Capacities in College Students. [Internet] [Doctoral dissertation]. Miami University; 2013. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532.

Council of Science Editors:

Christman HS. Connections between Leadership and Developmental Capacities in College Students. [Doctoral Dissertation]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532


Liberty University

18. Thurman, Deborah. The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study.

Degree: 2016, Liberty University

 he purpose of this transcendental phenomenological study was to describe and understand the complexity of life experiences for first-generation college students or recent graduates who… (more)

Subjects/Keywords: Appalachian Region; First-generation College Students; Persistence; Resilience; Working Adult Students; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thurman, D. (2016). The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1207

Chicago Manual of Style (16th Edition):

Thurman, Deborah. “The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study.” 2016. Doctoral Dissertation, Liberty University. Accessed November 13, 2019. http://digitalcommons.liberty.edu/doctoral/1207.

MLA Handbook (7th Edition):

Thurman, Deborah. “The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study.” 2016. Web. 13 Nov 2019.

Vancouver:

Thurman D. The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Nov 13]. Available from: http://digitalcommons.liberty.edu/doctoral/1207.

Council of Science Editors:

Thurman D. The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1207

19. Dotson, Elizabeth. Aggressive and depressed: long-term outcomes of childhood maltreatment.

Degree: Psychology, 2016, Eastern Washington University

  "Prior research has established a relationship between childhood maltreatment and resulting maladaptive outcomes, specifically, aggressive behaviors and depressive symptomology. The present research sought to… (more)

Subjects/Keywords: Case studies; Child abuse – Psychological aspects; Adult child sexual abuse victims – Washington (State) – Cheney – Psychology; Adult child sexual abuse victims – Mental health – Washington (State) – Cheney; Sex differences (Psychology); Aggressiveness; Depression; Mental; College students – Washington (State) – Cheney – Psychology – Case studies; Adult child sexual abuse victims – Mental health; Adult child sexual abuse victims – Psychology; Aggressiveness; Child abuse – Psychological aspects; College students – Psychology; Depression; Mental; Sex differences (Psychology)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dotson, E. (2016). Aggressive and depressed: long-term outcomes of childhood maltreatment. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dotson, Elizabeth. “Aggressive and depressed: long-term outcomes of childhood maltreatment.” 2016. Thesis, Eastern Washington University. Accessed November 13, 2019. http://dc.ewu.edu/theses/343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dotson, Elizabeth. “Aggressive and depressed: long-term outcomes of childhood maltreatment.” 2016. Web. 13 Nov 2019.

Vancouver:

Dotson E. Aggressive and depressed: long-term outcomes of childhood maltreatment. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Nov 13]. Available from: http://dc.ewu.edu/theses/343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dotson E. Aggressive and depressed: long-term outcomes of childhood maltreatment. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Seton Hall University

20. Gussoni-Leone, Florence. Relationships Of Object Relations Functioning, Attachment Security And Self-Representations To The Adult Relatedness Of College Students.

Degree: PhD, Professional Psychology and Family Therapy, 2002, Seton Hall University

Subjects/Keywords: Psychology; Object relations; Attachment security; Self-representations; Adult relatedness; College students; Developmental Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gussoni-Leone, F. (2002). Relationships Of Object Relations Functioning, Attachment Security And Self-Representations To The Adult Relatedness Of College Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1407

Chicago Manual of Style (16th Edition):

Gussoni-Leone, Florence. “Relationships Of Object Relations Functioning, Attachment Security And Self-Representations To The Adult Relatedness Of College Students.” 2002. Doctoral Dissertation, Seton Hall University. Accessed November 13, 2019. http://scholarship.shu.edu/dissertations/1407.

MLA Handbook (7th Edition):

Gussoni-Leone, Florence. “Relationships Of Object Relations Functioning, Attachment Security And Self-Representations To The Adult Relatedness Of College Students.” 2002. Web. 13 Nov 2019.

Vancouver:

Gussoni-Leone F. Relationships Of Object Relations Functioning, Attachment Security And Self-Representations To The Adult Relatedness Of College Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Nov 13]. Available from: http://scholarship.shu.edu/dissertations/1407.

Council of Science Editors:

Gussoni-Leone F. Relationships Of Object Relations Functioning, Attachment Security And Self-Representations To The Adult Relatedness Of College Students. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1407


Columbia University

21. Sanchez, Laura. N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates.

Degree: 2014, Columbia University

Adult literacy training is known to be difficult in terms of teaching and maintenance (Abadzi, 2003), perhaps because adults who recently learned to read in… (more)

Subjects/Keywords: Neurosciences; Cognitive psychology; Adult education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sanchez, L. (2014). N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8ZP4451

Chicago Manual of Style (16th Edition):

Sanchez, Laura. “N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates.” 2014. Doctoral Dissertation, Columbia University. Accessed November 13, 2019. https://doi.org/10.7916/D8ZP4451.

MLA Handbook (7th Edition):

Sanchez, Laura. “N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates.” 2014. Web. 13 Nov 2019.

Vancouver:

Sanchez L. N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Nov 13]. Available from: https://doi.org/10.7916/D8ZP4451.

Council of Science Editors:

Sanchez L. N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8ZP4451

22. Meth, Molly Zipporah. A survey of clinical neuropsychologists: what recommendations do they give to adult patients?.

Degree: PhD, Psychology, 2017, University of Iowa

  Clinical neuropsychologists assess the cognitive functioning of individuals with a wide range of psychiatric and neurological disorders. They provide feedback to patients that include… (more)

Subjects/Keywords: Adult Patients; Neuropsychology; Recommendations; Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Meth, M. Z. (2017). A survey of clinical neuropsychologists: what recommendations do they give to adult patients?. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5812

Chicago Manual of Style (16th Edition):

Meth, Molly Zipporah. “A survey of clinical neuropsychologists: what recommendations do they give to adult patients?.” 2017. Doctoral Dissertation, University of Iowa. Accessed November 13, 2019. https://ir.uiowa.edu/etd/5812.

MLA Handbook (7th Edition):

Meth, Molly Zipporah. “A survey of clinical neuropsychologists: what recommendations do they give to adult patients?.” 2017. Web. 13 Nov 2019.

Vancouver:

Meth MZ. A survey of clinical neuropsychologists: what recommendations do they give to adult patients?. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Nov 13]. Available from: https://ir.uiowa.edu/etd/5812.

Council of Science Editors:

Meth MZ. A survey of clinical neuropsychologists: what recommendations do they give to adult patients?. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5812


Penn State University

23. Chen , Ho-Yuan. A STUDY OF OLDER ADULT STUDENTS’ SATISFACTION WITH WEB-BASED DISTANCE LEARNING AT THE NATIONAL OPEN UNIVERSITY OF TAIWAN.

Degree: PhD, Adult Education, 2010, Penn State University

 The purpose of this study was to investigate the relationships between older learners' demographic characteristics and their satisfaction with distance learning in the Web-based environment… (more)

Subjects/Keywords: students’ satisfaction; older adult; distance education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chen , H. (2010). A STUDY OF OLDER ADULT STUDENTS’ SATISFACTION WITH WEB-BASED DISTANCE LEARNING AT THE NATIONAL OPEN UNIVERSITY OF TAIWAN. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10914

Chicago Manual of Style (16th Edition):

Chen , Ho-Yuan. “A STUDY OF OLDER ADULT STUDENTS’ SATISFACTION WITH WEB-BASED DISTANCE LEARNING AT THE NATIONAL OPEN UNIVERSITY OF TAIWAN.” 2010. Doctoral Dissertation, Penn State University. Accessed November 13, 2019. https://etda.libraries.psu.edu/catalog/10914.

MLA Handbook (7th Edition):

Chen , Ho-Yuan. “A STUDY OF OLDER ADULT STUDENTS’ SATISFACTION WITH WEB-BASED DISTANCE LEARNING AT THE NATIONAL OPEN UNIVERSITY OF TAIWAN.” 2010. Web. 13 Nov 2019.

Vancouver:

Chen H. A STUDY OF OLDER ADULT STUDENTS’ SATISFACTION WITH WEB-BASED DISTANCE LEARNING AT THE NATIONAL OPEN UNIVERSITY OF TAIWAN. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Nov 13]. Available from: https://etda.libraries.psu.edu/catalog/10914.

Council of Science Editors:

Chen H. A STUDY OF OLDER ADULT STUDENTS’ SATISFACTION WITH WEB-BASED DISTANCE LEARNING AT THE NATIONAL OPEN UNIVERSITY OF TAIWAN. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10914


George Mason University

24. Collins, Edith F. Adult East Asian Students’ Perceptions of Cooperative Learning Activities Employed in Adult ESOL Community College Classrooms .

Degree: 2012, George Mason University

 This study examined the perceptions, expectations, and preferences held by adult East Asian ESOL students regarding the use of classroom cooperative learning activities (CLAs) in… (more)

Subjects/Keywords: cooperative learning; adult education; Asian students; culture

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Collins, E. F. (2012). Adult East Asian Students’ Perceptions of Cooperative Learning Activities Employed in Adult ESOL Community College Classrooms . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Collins, Edith F. “Adult East Asian Students’ Perceptions of Cooperative Learning Activities Employed in Adult ESOL Community College Classrooms .” 2012. Thesis, George Mason University. Accessed November 13, 2019. http://hdl.handle.net/1920/7952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Collins, Edith F. “Adult East Asian Students’ Perceptions of Cooperative Learning Activities Employed in Adult ESOL Community College Classrooms .” 2012. Web. 13 Nov 2019.

Vancouver:

Collins EF. Adult East Asian Students’ Perceptions of Cooperative Learning Activities Employed in Adult ESOL Community College Classrooms . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1920/7952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collins EF. Adult East Asian Students’ Perceptions of Cooperative Learning Activities Employed in Adult ESOL Community College Classrooms . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas State University – San Marcos

25. Tennant, Aimee. Adult Student Learning Behaviors in a Roadblock Mathematics Course.

Degree: PhD, Mathematics Education, 2012, Texas State University – San Marcos

Adult students are a growing population on college campuses. Adult students have lower graduation rates and longer times to graduation than traditional-age students. The ability… (more)

Subjects/Keywords: Roadblock mathematics courses; College mathematics; Adult students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tennant, A. (2012). Adult Student Learning Behaviors in a Roadblock Mathematics Course. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4907

Chicago Manual of Style (16th Edition):

Tennant, Aimee. “Adult Student Learning Behaviors in a Roadblock Mathematics Course.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed November 13, 2019. https://digital.library.txstate.edu/handle/10877/4907.

MLA Handbook (7th Edition):

Tennant, Aimee. “Adult Student Learning Behaviors in a Roadblock Mathematics Course.” 2012. Web. 13 Nov 2019.

Vancouver:

Tennant A. Adult Student Learning Behaviors in a Roadblock Mathematics Course. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Nov 13]. Available from: https://digital.library.txstate.edu/handle/10877/4907.

Council of Science Editors:

Tennant A. Adult Student Learning Behaviors in a Roadblock Mathematics Course. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4907


Texas State University – San Marcos

26. Beck, Jennifer A. One Year Persistence and Three Year Graduation of Adult Students Age 30 to 39 Years at a Four Year Public Institution.

Degree: PhD, Education, 2011, Texas State University – San Marcos

 Higher education is a transformational process which assists adults age 30-39 years to address globalization of the work force, human resource development and re-tooling of… (more)

Subjects/Keywords: Adult students; Higher education; Persistence; Graduation; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Beck, J. A. (2011). One Year Persistence and Three Year Graduation of Adult Students Age 30 to 39 Years at a Four Year Public Institution. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4302

Chicago Manual of Style (16th Edition):

Beck, Jennifer A. “One Year Persistence and Three Year Graduation of Adult Students Age 30 to 39 Years at a Four Year Public Institution.” 2011. Doctoral Dissertation, Texas State University – San Marcos. Accessed November 13, 2019. https://digital.library.txstate.edu/handle/10877/4302.

MLA Handbook (7th Edition):

Beck, Jennifer A. “One Year Persistence and Three Year Graduation of Adult Students Age 30 to 39 Years at a Four Year Public Institution.” 2011. Web. 13 Nov 2019.

Vancouver:

Beck JA. One Year Persistence and Three Year Graduation of Adult Students Age 30 to 39 Years at a Four Year Public Institution. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2011. [cited 2019 Nov 13]. Available from: https://digital.library.txstate.edu/handle/10877/4302.

Council of Science Editors:

Beck JA. One Year Persistence and Three Year Graduation of Adult Students Age 30 to 39 Years at a Four Year Public Institution. [Doctoral Dissertation]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/4302


University of Wisconsin – Oshkosh

27. Kinser, Rebecca J. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.

Degree: MA, English, 2009, University of Wisconsin – Oshkosh

A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts - English

This study explores the management of conversational… (more)

Subjects/Keywords: Adult education study and teaching; Continuing educatioin; Adult learning; Adult students; Learning strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kinser, R. J. (2009). TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/46811

Chicago Manual of Style (16th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Masters Thesis, University of Wisconsin – Oshkosh. Accessed November 13, 2019. http://digital.library.wisc.edu/1793/46811.

MLA Handbook (7th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Web. 13 Nov 2019.

Vancouver:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2009. [cited 2019 Nov 13]. Available from: http://digital.library.wisc.edu/1793/46811.

Council of Science Editors:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Masters Thesis]. University of Wisconsin – Oshkosh; 2009. Available from: http://digital.library.wisc.edu/1793/46811

28. McCune, Linda Wheeler. Perception of Punitive Childhood Experiences, Adult Coping Mechanisms and Psychological Distress.

Degree: 1991, North Texas State University

 Differences in college student's psychological well-being, extrapunitiveness, and intropunitiveness were related to the presence or absence of maltreatment during childhood years, and its acknowledgement by… (more)

Subjects/Keywords: child abuse; undergraduate students; adult mental health; punitive childhood experiences; Adult child abuse victims  – Psychology.; Punishment (Psychology); Adjustment (Psychology); College students  – Mental health.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McCune, L. W. (1991). Perception of Punitive Childhood Experiences, Adult Coping Mechanisms and Psychological Distress. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500628/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McCune, Linda Wheeler. “Perception of Punitive Childhood Experiences, Adult Coping Mechanisms and Psychological Distress.” 1991. Thesis, North Texas State University. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc500628/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McCune, Linda Wheeler. “Perception of Punitive Childhood Experiences, Adult Coping Mechanisms and Psychological Distress.” 1991. Web. 13 Nov 2019.

Vancouver:

McCune LW. Perception of Punitive Childhood Experiences, Adult Coping Mechanisms and Psychological Distress. [Internet] [Thesis]. North Texas State University; 1991. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500628/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCune LW. Perception of Punitive Childhood Experiences, Adult Coping Mechanisms and Psychological Distress. [Thesis]. North Texas State University; 1991. Available from: https://digital.library.unt.edu/ark:/67531/metadc500628/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

29. Lopuch, Viviane S. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.

Degree: EdD, School of Education, 2015, Northeastern University

 This was a narrative inquiry that explored how adult undergraduates described their experience as nontraditional students at a traditional college. Participants were adult students over… (more)

Subjects/Keywords: adult undergraduates; identity; mature students; nontraditional students; older students; private college; Adult college students; Nontraditional college students; Undergraduates; Adult education; Private universities and colleges; Identity (Philosophical concept); Motivation in education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lopuch, V. S. (2015). The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194046

Chicago Manual of Style (16th Edition):

Lopuch, Viviane S. “The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.” 2015. Doctoral Dissertation, Northeastern University. Accessed November 13, 2019. http://hdl.handle.net/2047/D20194046.

MLA Handbook (7th Edition):

Lopuch, Viviane S. “The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.” 2015. Web. 13 Nov 2019.

Vancouver:

Lopuch VS. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2047/D20194046.

Council of Science Editors:

Lopuch VS. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194046


University of North Texas

30. Moore, Lindsey Kathryn. Family dynamics and students' characteristics as predictors of undergraduate college student adjustment.

Degree: 2006, University of North Texas

 The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North… (more)

Subjects/Keywords: College students  – Psychology.; Adjustment (Psychology); Attachment behavior.; Parent and adult child.; attachment; support; transition; adolescent; young adult; parent; relationship

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moore, L. K. (2006). Family dynamics and students' characteristics as predictors of undergraduate college student adjustment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5258/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moore, Lindsey Kathryn. “Family dynamics and students' characteristics as predictors of undergraduate college student adjustment.” 2006. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc5258/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moore, Lindsey Kathryn. “Family dynamics and students' characteristics as predictors of undergraduate college student adjustment.” 2006. Web. 13 Nov 2019.

Vancouver:

Moore LK. Family dynamics and students' characteristics as predictors of undergraduate college student adjustment. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5258/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore LK. Family dynamics and students' characteristics as predictors of undergraduate college student adjustment. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5258/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3] [4] [5] … [2255]

.