Motivation and Self-regulation in Community College Transfer Students at a Four-year Online University

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19

“…This result confirms the findings of Broadbent and Poon (2015) , Michinov et al (2011) , and Akinsola et al (2007) , mentioned earlier. However, it does not support List and Nadasen's (2017) findings, which reported no correlation between time management and GPA. This result may be explained by the difference between learning engagement and actual learning achievement.…”

“…However, a non-significant or modest correlation between time management and job performance was found in work situations. List and Nadasen (2017) also examined the effects of self-regulation including time management on learning achievement. However, in that study, there was no significant correlation between time management and cumulative or semester GPA.…”

Predictors of transfer behaviours in adult university students

“…Age, however, was found to be a significant predictor of transfer; this was possibly the first study to consider adult student age specifically as a potential contributor to transfer. Other studies (List & Nadasen, 2017;McCormick, 2003;Reyes, 2011;Stern, 2016) have assessed adult student transfer and evaluated age as a factor in completion of students who reverse or lateral transferred (Winter et al, 2001), but they did not consider age specifically as a predictor of reverse and lateral transfer behaviour.…”

“…For example, Milsom and Sackett (2018) published a phenomenological study on students with disabilities who vertically transfer; their study included adult students, but these students were not the specific focus of their research. Other studies (List & Nadasen, 2017;McCormick, 2003;Reyes, 2011;Stern, 2016;Winter et al, 2001) on transfer also included adults but fail to disaggregate results by age; the lack of disaggregation in the research makes identifying meaningful findings for adult students difficult. Notably, only one study considered specifically the reverse and lateral transfer behaviours of adult students.…”

“…Previous studies (Gast, 2013; Osam et al., 2017) have suggested that time and finances are the most common situational barriers to degree completion. However, at least one study (Lundberg, 2003) found that working and commuting do not negatively influence learning for adult students, suggesting that adult students are confident in their time management abilities. Lack of confidence was also noted as a barrier to success (Osam et al., 2017; Samuels et al., 2011).…”