THE CORRELATION BETWEEN ACADEMIC PERSISTENCE AND DEMOGRAPHICAL Dissertation

THE CORRELATION BETWEEN ACADEMIC PERSISTENCE AND DEMOGRAPHICAL OUTCOMES IN POST SECONDARY ACCELERATED ADULT EDUCATION STUDIES - Dissertation ExampleThe presence of mettlesome detrition within these institutions that offer prominent command along with the pressures of accountability be also very high (Hubble, 2000). Previous research shows that most of the self-aggrandizings who withdraw usually do so when they lease accomplished their goals or when they want to join other programs that would suit them more. They also indicate that most of the cock-a-hoops who drop out of instill usually return when their situations are altered creating a cycle where they drop out and return one at a time (Skilton-Sylvester, 2002). The process of utilizing class or lecture attendances as the major measurement of persistence actually undervalues other effective activities in learning that should otherwise be encouraged. This includes learning activities like personal studies along with outm atch learning (Ziegler, Bain, Bell & Brian, 2003). According to Comings (2008), persistence is the period that adults stay in nurture programs while pleasing in personalized studies when forced by circumstances to withdraw from attending classes or lecture lessons. He additionally stated that the adult students should return to attending the lectures when their lives demand so. Previous surveys carried out on adult students in the United States indicate that, the adults who have previously been involved in vocational trainings, self-studies and other forms of education were more likely to have academic persistence than those who had not (Rudy, 2003). They also indicate that adult students who have specialized needs are more likely to persist than adults attending these institutions but with no specific goals. The institutions proving adult education programs should provide more learning options such as distance learning to those adult students who are no longer willing to join cl asses or attend lectures (Hubble, 2000). Adults can be diligent in better understanding while managing the forces that advance or affect their learning activities through positioning that is learner centered so as to effectively support their persistence (Ziegler & Durant, 2007). There are several(prenominal) factors that have been identified as affecting the adult students academic persistence. These factors have been identified as ranging from antithetical situations, institutions, dispositions, demographic factors along with emotional or relational forces (Ziegler, Bain, Bell & Brian, 2003). The situational problems that affect an adults persistence in education include problems associated with their employments, finances, the support of their children, families, transport and health issues along with abuses from their fellow learning mates (Reder & Strawn, 2001). The institutional forces that stymie the adults from persisting in education programs include the level or conten ts of the program, its location and attendance or reentry guidelines that are utilized in the institution (Hubble, 2000). On the other hand, the adult students may be prevented from excelling in their chosen fields by the attitudes they have developed towards the studies, their self-efficacies, resiliences along with failure attributions (Long, 2001). Finally, the adult students academic persistence may be affected by demographic and emotionally related forces. The demographic forces include age, sex and their diverse cultures whereas the emotional forces include the community support they are accorded, encouragements along with the care