Educational Trajectories of Non-Traditional Students: Stories Behind Numbers
Vol.25,No.4(2020)
Vol. 25, No. 4: Non-Traditional Students in Tertiary Education
non-traditional students; educational trajectories; mixed methods research; survey; narrative interview
[1] Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. U.S. Department of Education, Office of Vocational and Adult Education.
[2] Baltes, P. B., Reese, H. W., & Lipsitt, L. P. (1980). Life-span developmental psychology. Annual Review of Psychology, 31, 65–100. https://doi-org.ezproxy.muni.cz/10.1146/annurev.ps.31.020180.000433 | DOI 10.1146/annurev.ps.31.020180.000433
[3] Bennett, S., Evans, T. R., & Riedle, J. (2007). Comparing academic motivation and accomplishments among traditional, nontraditional, and distance education college students. Psi Chi Journal of Undergraduate Research, 12(4), 154–161. https://doi-org.ezproxy.muni.cz/10.24839/1089-4136.JN12.4.154
[4] Billett, S. (2014). Integrating learning experiences across tertiary education and practice settings: A socio-personal account. Educational Research Review, 12, 1–13. https://doi-org.ezproxy.muni.cz/10.1016/j.edurev.2014.01.002 | DOI 10.1016/j.edurev.2014.01.002
[5] Bourgeois, É., De Viron, F., Nils, F., Traversa, J., & Vertongen., G. (2009). Valeur, espérance de réussite, et formation d'adultes: Pertinence du modèle d'expectancy-value en contexte de formation universitaire pour adultes. Savoirs, 2(20), 119–133. https://doi-org.ezproxy.muni.cz/10.3917/savo.020.0119 | DOI 10.3917/savo.020.0119
[6] Bozick, R., & DeLuca, S. (2005). Better late than never? Delayed enrollment in the high school to college transition. Social Forces, 84(1), 531–554. https://doi-org.ezproxy.muni.cz/10.1353/sof.2005.0089 | DOI 10.1353/sof.2005.0089
[7] Bron, A., & Lönnheden, C. (2004). Higher education for non-traditional students in Sweden: A matter of inclusion. Journal of Adult and Continuing Education: Adult Education and Social Inclusion/Exclusion: Citizen Perspectives, 7, 175–188.
[8] Butcher, J. (2020). Unheard: The voices of part-time adult learners. Higher Education Policy Institute, Oxford.
[9] Chao, R., & Good, G. E. (2004). Nontraditional students' perspectives on college education: A qualitative study. Journal of College Counseling, 7(1), 5–12. https://doi-org.ezproxy.muni.cz/10.1002/j.2161-1882.2004.tb00253.x | DOI 10.1002/j.2161-1882.2004.tb00253.x
[10] Charmaz, K. (2014). Constructing Grounded Theory. Sage.
[11] Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
[12] Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Sage.
[13] Cuconato, M. (2016). Some reflections on the educational trajectories of migrant students in the European school systems. Forum Sociológico, 28(2), 19–25. https://doi-org.ezproxy.muni.cz/10.4000/sociologico.1386
[14] Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38–50. https://doi-org.ezproxy.muni.cz/10.1016/j.econedurev.2013.10.004 | DOI 10.1016/j.econedurev.2013.10.004
[15] Davies, P., & Williams, J. (2001). For me or not for me? Fragility and risk in mature students' decision–making. Higher Education Quarterly, 55(2), 185–203. http://dx.doi.org.ezproxy.muni.cz/10.1111/1468-2273.00182 | DOI 10.1111/1468-2273.00182
[16] Denice, P. (2019). Trajectories through postsecondary education and students' life course transitions. Social Science Research, 80, 243–260. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2019.02.005 | DOI 10.1016/j.ssresearch.2019.02.005
[17] Deutsch, N. L., & Schmertz, B. (2011). "Starting from ground zero:" Constraints and experiences of adult women returning to college. The Review of Higher Education, 34(3), 477–504. https://doi-org.ezproxy.muni.cz/10.1353/rhe.2011.0002 | DOI 10.1353/rhe.2011.0002
[18] Egetenmeyer, R. (2017). What to compare? Comparative issues in adult education. In M. Slowey (Ed.), Comparative adult education and learning. Authors and texts (pp. 79–116). Firenze University Press.
[19] Elder, G. H., Jr., Johnson, M. K., & Crosnoe, R. (2003). The emergence and development of life course theory. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of the life course (pp. 3–19). Springer.
[20] Elman, C., & O'Rand, A. M. (2004). The race is to the swift: Socioeconomic origins, adult education, and wage attainment. American Journal of Sociology, 110(1), 123–160. https://doi-org.ezproxy.muni.cz/10.1086/386273 | DOI 10.1086/386273
[21] Fazey, D. M. A., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345–361. https://doi-org.ezproxy.muni.cz/10.1080/03075070120076309 | DOI 10.1080/03075070120076309
[22] Forbus, P., Newbold, J. J., & Mehta, S. S. (2011). A study of non-traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109–125.
[23] Goldrick-Rab, S. (2006). Following their every move: An investigation of social-class differences in college pathways. Sociology of Education, 79(1), 67–79. https://doi-org.ezproxy.muni.cz/10.1177/003804070607900104 | DOI 10.1177/003804070607900104
[24] Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the American dream. University of Chicago Press.
[25] Hart, N. K. (2003). Best practices in providing nontraditional students with both academic and financial support. New Directions for Higher Education, 121, 99–106. https://doi-org.ezproxy.muni.cz/10.1002/he.104 | DOI 10.1002/he.104
[26] Jacobs, J. A., & King, R. B. (2002). Age and college completion: A life-history analysis of women aged 15-44. Sociology of Education, 75(3), 211–230. https://doi-org.ezproxy.muni.cz/10.2307/3090266 | DOI 10.2307/3090266
[27] Jamieson, A. (2007). Higher education study in later life: What is the point? Ageing and Society, 27(3), 363–384. https://doi-org.ezproxy.muni.cz/10.1017/S0144686X06005745 | DOI 10.1017/S0144686X06005745
[28] Kasworm, C. E. (2018). Adult students: A confusing world in undergraduate higher education. The Journal of Continuing Higher Education, 66(2), 77–87. https://doi-org.ezproxy.muni.cz/10.1080/07377363.2018.1469077 | DOI 10.1080/07377363.2018.1469077
[29] Kasworm, C. E. (2010). Adult learners in a research university: Negotiating undergraduate identity. Adult Education Quarterly, 60(2), 143–160. https://doi-org.ezproxy.muni.cz/10.1177/0741713609336110 | DOI 10.1177/0741713609336110
[30] Kasworm, C. E. (2008). Emotional challenges of adult learners in higher education. New Directions for Adult & Continuing Education, 120, 27–34. https://doi-org.ezproxy.muni.cz/10.1002/ace.313 | DOI 10.1002/ace.313
[31] Kim, K. A. (2002). ERIC review: Exploring the meaning of "nontraditional" at the community college. Community College Review, 30(1), 74–89. https://doi-org.ezproxy.muni.cz/10.1177/009155210203000104 | DOI 10.1177/009155210203000104
[32] Klaczynski, P. A., & Reese, H. W. (1991). Educational trajectory and "action orientation": Grade and track differences. Journal of Youth and Adolescence, 20(4), 441–462. https://doi-org.ezproxy.muni.cz/10.1007/BF01537185 | DOI 10.1007/BF01537185
[33] Lee, T. K., Wickrama, K. A. S., O'Neal, C. W., & Prado, G. (2018). Identifying diverse life transition patterns from adolescence to young adulthood: The influence of early socioeconomic context. Social Science Research, 70, 212–228. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2017.12.001 | DOI 10.1016/j.ssresearch.2017.12.001
[34] Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Sage.
[35] Mayer, K. U. (2009). New directions in life course research. Annual Review of Sociology, 35, 413–433. https://doi-org.ezproxy.muni.cz/10.1146/annurev.soc.34.040507.134619 | DOI 10.1146/annurev.soc.34.040507.134619
[36] Milesi, C. (2010). Do all roads lead to Rome? Effect of educational trajectories on educational transitions. Research in Social Stratification and Mobility, 28(1), 23–44. https://doi-org.ezproxy.muni.cz/10.1016/j.rssm.2009.12.002 | DOI 10.1016/j.rssm.2009.12.002
[37] Ministry of Education, Youth, and Sport (2018). Seznam akreditovaných studijních programů v ČR. Ministerstvo školství, mládeže a tělovýchovy.
[38] Monaghan, D. B. (2020). College-going trajectories across early adulthood: An inquiry using sequence analysis. The Journal of Higher Education, 91(3), 402–432. https://doi-org.ezproxy.muni.cz/10.1080/00221546.2019.1647584 | DOI 10.1080/00221546.2019.1647584
[39] Mouw, T. (2005). Sequences of early adult transitions: A look at variability and consequences. In R. A. Settersten, Jr., F. F. Furstenberg, Jr., & R. G. Rumbaut (Eds.), On the frontier of adulthood (pp. 256–291). University of Chicago Press.
[40] Murphy, H., & Roopchand, N. (2003). Intrinsic motivation and self-esteem in traditional and mature students at a post-1992 university in the North-east of England. Educational Studies, 29(2-3), 243–259. https://doi-org.ezproxy.muni.cz/10.1080/03055690303278 | DOI 10.1080/03055690303278
[41] Novotný, P., Brücknerová, K., Juhaňák, L., & Rozvadská, K. (2019). Driven to be a non-traditional student: Measurement of the academic motivation scale with adult learners after their transition to university. Studia Paedagogica, 24(2), 109–135. http://dx.doi.org.ezproxy.muni.cz/10.5817/SP2019-2-5 | DOI 10.5817/SP2019-2-5
[42] Píšová, M., Hanušová, S., Kostková, K., Janíková, V., Najvar, P., & Tůma, F. (2013). Učitel expert: Jeho charakteristiky a determinanty profesního rozvoje (na pozadí výuky cizích jazyků. Masarykova univerzita.
[43] Raley, S., Bianchi, S. M., & Wang, W. (2012). When do fathers care? Mothers' economic contribution and fathers' involvement in child care. American Journal of Sociology, 117(5), 1422–1459. https://doi-org.ezproxy.muni.cz/10.1086/663354 | DOI 10.1086/663354
[44] Reay, D. (2003). A risky business? Mature working-class women students and access to higher education. Gender and Education, 15(3), 301–317. https://doi-org.ezproxy.muni.cz/10.1080/09540250303860 | DOI 10.1080/09540250303860
[45] Roksa, J., & Velez, M. (2012). A late start: Delayed entry, life course transitions and bachelor's degree completion. Social Forces, 90(3), 769–794. https://doi-org.ezproxy.muni.cz/10.1093/sf/sor018 | DOI 10.1093/sf/sor018
[46] Rosário, P., Pereira, A., Núñez, J. C., Cunha, J., Fuentes, S., Polydoro, S., Gaeta, M., & Fernández, E. (2014). An explanatory model of the intention to continue studying among non-traditional university students. Psicothema, 26(1), 84–90. https://doi-org.ezproxy.muni.cz/10.7334/psicothema2013.176
[47] Rosenthal, G. (2004). Biographical research. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds.), Qualitative research practice (pp. 48–64). Sage.
[48] Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi-org.ezproxy.muni.cz/10.1177/0013164405282471 | DOI 10.1177/0013164405282471
[49] Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi-org.ezproxy.muni.cz/10.1177/0022022102033005003 | DOI 10.1177/0022022102033005003
[50] Scott-Clayton, J. (2012). What explains trends in labor supply among U.S. undergraduates, 1970–2009? (NBER Working Paper No. 17744). National Bureau of Economic Research.
[51] Scott, L. M., & Lewis, C. W. (2012). Nontraditional students: Assumptions, perceptions, and directions for a meaningful academic experience. The International Journal of Interdisciplinary Social Sciences, 6(4), 1–10. https://doi-org.ezproxy.muni.cz/10.18848/1833-1882/CGP/v06i04/52068
[52] Shanahan, M. J. (2000). Pathways to adulthood in changing societies: Variability and mechanisms in life course perspective. Annual Review of Sociology, 26, 667–692. https://doi-org.ezproxy.muni.cz/10.1146/annurev.soc.26.1.667 | DOI 10.1146/annurev.soc.26.1.667
[53] Shillingford, S., & Karlin, N. J. (2013). The role of intrinsic motivation in the academic pursuits of nontraditional students. New Horizons in Adult Education and Human Resource Development, 25(3), 91–102. https://doi-org.ezproxy.muni.cz/10.1002/nha3.20033
[54] Silverman, S. C., Aliabadi, S., & Stiles, M. R. (2009). Meeting the needs of commuter, part-time, transfer, and returning students. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 223–242). Routledge.
[55] Slowey, M., & Schuetze, H. G. (2000). All change – no change? Lifelong learners and higher education revisited. In H. G. Schuetze & M. Slowey (Eds.), Higher education and lifelong learners: International perspectives on change (pp. 1–34). Routledge.
[56] Souto-Otero, M., & Whitworth, A. (2017). Adult participation in higher education and the 'knowledge economy': A cross-national analysis of patterns of delayed participation in higher education across 15 European countries. British Journal of Sociology of Education, 38(6), 763–781. https://doi-org.ezproxy.muni.cz/10.1080/01425692.2016.1158639 | DOI 10.1080/01425692.2016.1158639
[57] Stone, C., & O'Shea, S. E. (2013). Time, money, leisure and guilt – The gendered challenges of higher education for mature-age students. Australian Journal of Adult Learning, 53(1), 95–116.
[58] Tait, H., Entwistle, N. J., & McCune, V. (1998). ASSIST: A re-conceptualisation of the approaches to studying inventory. In C. Rust (Ed.), Improving students as learners (pp. 262–271). Oxford Centre for Staff and Learning Development.
[59] Taniguchi, H., & Kaufman, G. (2005). Degree completion among nontraditional college students. Social Science Quarterly, 86(4), 912–927. https://doi-org.ezproxy.muni.cz/10.1111/j.0038-4941.2005.00363.x | DOI 10.1111/j.0038-4941.2005.00363.x
[60] Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423–442. https://doi-org.ezproxy.muni.cz/10.1080/02680930210140257 | DOI 10.1080/02680930210140257
[61] Thunborg, C., & Bron, A. (2019). Being in constant transition or recurrent formation: Non-traditional graduates' life transitions before, during and after higher education in Sweden. Studies in the Education of Adults, 51(1), 36–54. https://doi-org.ezproxy.muni.cz/10.1080/02660830.2018.1523102
[62] Thunborg, C., Bron, A., & Edström, E. (2013). Motives, commitment and student identity in higher education—Experiences of non-traditional students in Sweden. Studies in the Education of Adults, 45(2), 177–193. https://doi-org.ezproxy.muni.cz/10.1080/02660830.2013.11661650
[63] Tilley, B. P. (2014). What makes a student non-traditional? A comparison of students over and under age 25 in online, accelerated psychology courses. Psychology Learning & Teaching, 13(2), 95–106. https://doi-org.ezproxy.muni.cz/10.2304/plat.2014.13.2.95 | DOI 10.2304/plat.2014.13.2.95
[64] Urbánek, P. (2005). Vybrané problémy učitelské profese: aktuální analýza. Technická univerzita v Liberci.
[65] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. | DOI 10.1177/0013164492052004025
[66] Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), 45–73. https://doi-org.ezproxy.muni.cz/10.1353/rhe.2003.0044 | DOI 10.1353/rhe.2003.0044
[67] Walsemann, K. M., Hummer, R. A., & Hayward, M. D. (2018). Heterogeneity in educational pathways and the health behavior of US young adults. Population Research and Policy Review, 37(3), 343–366. https://doi-org.ezproxy.muni.cz/10.1007/s11113-018-9463-7 | DOI 10.1007/s11113-018-9463-7
[68] Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in Higher Education, 22(1), 33–53. https://doi-org.ezproxy.muni.cz/10.1080/03075079712331381121 | DOI 10.1080/03075079712331381121
[69] Yavorsky, J. E., Kamp Dush, C. M., & Schoppe–Sullivan, S. J. (2015). The production of inequality: The gender division of labor across the transition to parenthood. Journal of Marriage and Family, 77(3), 662–679. https://doi-org.ezproxy.muni.cz/10.1111/jomf.12189 | DOI 10.1111/jomf.12189
[70] Zákon č. 197/2014, zákon, kterým se mění zákon č. 563/2004 Sb., o pedagogických pracovnících a o změně některých zákonů, ve znění pozdějších předpisů, (2014). https://aplikace.mvcr.cz/sbirka-zakonu/SearchResult.aspx?q=197/2014%20&typeLaw=zakon&what=Cislo_zakona_smlouvy
[71] Zákon č. 563/2004 Sb., zákon o pedagogických pracovnících a o změně některých zákonů, (2014). https://aplikace.mvcr.cz/sbirka-zakonu/SearchResult.aspx?q=563/2004%20&typeLaw=zakon&what=Cislo_zakona_smlouvy
Copyright © 2021 Studia paedagogica