Well-being and Coping of Student Veterans Readjusting into Academia: A Pilot Survey

Gregg, Brian T.; Kitzman, Patrick H.; Shordike, Anne

doi:10.1080/0164212x.2015.1082081

Cited by 15 publications

(16 citation statements)

References 42 publications

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“…More recent findings with 850,000 student veterans utilizing their education benefits between 2009 and 2015 suggest a 28% attrition rate at which student veterans left higher education without certificates or degrees (Cate et al, 2017). One hypothesis for why student veterans do not persist with their educational careers is academic dissatisfaction (Gregg, Kitzman, & Shordike, 2016). However, as of this writing, there have been no studies assessing factors that predict student veterans’ academic satisfaction.…”

Section: Academic Satisfactionmentioning

confidence: 99%

Student Veteran Career Transition Readiness, Career Adaptability, and Academic and Life Satisfaction

Ghosh

Kessler

Heyrman

et al. 2019

The Career Development Quart

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Student military veterans pursuing higher education present with unique career development needs. To better understand these needs, the authors conducted an exploratory study to examine career transition readiness, career adaptability, academic satisfaction, and satisfaction with life among 134 student military veterans (34 women, 100 men). Results indicated statistically significant positive correlations between satisfaction with life scores and scores on measures of career transition readiness and career adaptability. Regression results demonstrated that career transition readiness and career adaptability predicted satisfaction with life, but not academic satisfaction. The findings suggest a need to understand the complexity of student veterans’ career and academic development in both research and practice.

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Section: Academic Satisfactionmentioning

confidence: 99%

Student Veteran Career Transition Readiness, Career Adaptability, and Academic and Life Satisfaction

Ghosh

Kessler

Heyrman

et al. 2019

The Career Development Quart

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show abstract

“…Deficits. Oftentimes, Student veterans experienced difficulty transitioning from the structure military culture to the less-structured higher education culture (Gregg et al, 2016;Jones, 2013;Naphan & Elliott, 2015;Schiavone & Gentry, 2014;Wheeler, 2012;). Schiavone & Gentry (2014) identified that many student veterans continued to suffer from military-established sleep disorders, including insomnia, after their transition from the military into higher education.…”

Section: Identitymentioning

confidence: 99%

“…In addition, many student veterans faced difficulty in higher education without the clearly defined goals they had in the military (Kato et al, 2016). Gregg et al (2016) found that student veterans in their study faced issues with paying attention for a prolonged amount of time, setting priorities with tasks, time management, and internalizing new content. Time management within the military was typically dictated by the institution, not the individual.…”

Section: Identitymentioning

confidence: 99%

“…A lack of individual time management skills could have bled over into trouble managing finances in an unfamiliar environment, like higher education. The lack of a regular paycheck was also seen as a deficit by some student veterans (Gregg et al, 2016). Wheeler (2012) explained that student veterans were managing new financial realities during their transition from the military into higher education.…”

Section: Identitymentioning

confidence: 99%

“…Blaauw-Hara (2016) generalized that student veterans possessed skills learned in the military that helped them persist rather than drop out. One such asset was the ability to follow through with an assigned task (Blaauw-Hara, 2016; Gregg et al, 2016); this could have directly applied to class assignments or benefits processes for student veterans. Other beneficial assets included a global understanding of the world, a level of maturity, and a sense of personal growth achieved during deployment (Schiavone & Gentry, 2014).…”

Section: Identitymentioning

confidence: 99%

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Understanding the experiences of women student veterans during their transition process from the military into higher education : identity, belonging, and voice in writing courses and writing assignments in other disciplines

Broding¹

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Given the lack of published research on women student veterans as a group separate from men student veterans and the unique needs of women student veterans, individual attention needs to be paid to women student veterans. This qualitative study used feminist critical theory to examine the experiences of women student veterans, during their transition process from the military to higher education, regarding identity, belonging, and voice in connection with writing courses and writing assignments. Real-time in-depth interviews were conducted with seven women student veterans, either current or former, located across the country. Narrative inquiry, alongside In vivo and process coding, was used to analyze the interviews and reveal superordinate themes. These three superordinate themes are 1) Military Influence: Lifestyle Transition, Identity, and Writing; 2) Peer Connections in Writing Courses; and 3) Writing Instructor Influence. The findings informed by the superordinate themes include that women student veterans sometimes have difficulty transitioning from military writing to academic writing in higher education. Women student veterans also need peer connections in the writing classroom. Additionally, writing instructors hold much influence over belonging and voice for women student veterans. These findings led to three recommendations for future practice. The first recommendation is that writing workshops focusing on the differences between military writing and academic writing should be held for women student veterans by individual colleges and universities. The second recommendation is that colleges and universities can establish and maintain writing groups for women student veterans, in which they write and share narratives and poetry reflective of their military and other life experiences. The third recommendation is

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Student Veterans’ Coping with Posttraumatic Stress Symptoms: A Glaserian Grounded Theory Study

Reyes

Kearney

Bombard

et al. 2019

Issues in Mental Health Nursing

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Well-being and Coping of Student Veterans Readjusting into Academia: A Pilot Survey

Cited by 15 publications

References 42 publications

Student Veteran Career Transition Readiness, Career Adaptability, and Academic and Life Satisfaction

Student Veteran Career Transition Readiness, Career Adaptability, and Academic and Life Satisfaction

Understanding the experiences of women student veterans during their transition process from the military into higher education : identity, belonging, and voice in writing courses and writing assignments in other disciplines

Student Veterans’ Coping with Posttraumatic Stress Symptoms: A Glaserian Grounded Theory Study

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