Predictors of Well‐Being Among Nontraditional Female Students With Children

Abstract

Many nontraditional female students experience psychological distress related to balancing family and academic roles, whereas others benefit from managing multiple roles. This study of 209 nontraditional female undergraduate students with children investigated factors that influence their psychological well-being. Results indicated that secure attachment, parent and student self-efficacy, and social support contributed to the prediction of psychological distress (38%), self-esteem (54%), and life satisfaction (35%). Recommendations are made to enhance counseling services for nontraditional female students.

Who benefits from group work in higher education? An attachment theory perspective

“…Most of these studies have consistently shown that secure attachment was associated with better functioning, satisfaction, and well-being than was insecure attachment (Mikulincer and Shaver 2007). Attachment security was also specifically associated with better grades in school and college (DeBerard et al 2004;Doyle and Markiewicz 2005;Moss and St-Laurent 2001), higher academic self efficacy (also called scholastic competence; Fass and Tubman 2002;Quimby and O'Brien 2006;Wright et al 2014), and better adjustment to college (Mattanah et al 2004;Holt 2014). Furthermore, although attachment anxiety and avoidance were consistently associated with other relationshiprelated personality traits such as introversion (see review of Shaver and Brennan 1992;Jenkins-Guarnieri et al 2012), attachment orientations were better predictors of certain aspects of functioning, which were related to relationships, such as relationship quality (see literature review and studies of Noftle and Shaver 2006).…”

Reaching Part-Time Distance Students in Diverse Environments

“…These demands stem from both internal and external sources. 5 Complicating the situation is that many roles conflict with each other. Individual students must find the balance among these demands that meets their needs.…”

Clinical Field Experiences of Nontraditional Pre-service Teachers: Issues and Beliefs

“…Nonetheless, research has shown that students typically classified as nontraditional may be better suited to the demands of academic life. Indeed, the age of these students has been associated with characteristics of confidence and satisfaction when dealing with the rigors of obtaining an education and balancing life's responsibilities (Carney-Compton & Tan, 2002;Quimby & O'Brien, 2006). Furthermore, nontraditional students typically associate the attaining of a degree with improving their living standard, causing them to be more proactive with their education (Donaldson and Graham, 1999).…”