Take a moment to reflect on the last time you had to juggle multiple demands in your life. Imagine simultaneously having a tight work deadline, a family emergency and a personal commitment. Stressful, right? Now, imagine adding college coursework on top of all that. College students are often depicted as young adults just out of high school, living on campus. However, the reality is that a significant and growing number of university students are adults, balancing careers, families and other responsibilities alongside their studies.
A Growing Force in Higher Education
From 2000 to 2012, enrollment for students over 25 years old surged by 35% (“Adult Learner Statistics,” n.d.). Fast forward to fall 2021, when over 1.3 million undergraduates aged 25 or older were enrolled in public four-year universities, making up 18% of the total student body (National Center for Education Statistics [NCES], 2022). The trend continued, with fall 2023 seeing a further 3% increase in undergraduates aged 30 or older (Berg et al., 2023). These aren’t just students. They are individuals driven by specific needs, seeking to acquire new skills, advance their careers or enrich their lives (Fairchild, 2003).
Research examined how adult undergraduates’ (n=166) satisfaction and support factors within their immediate and interconnected environments influence their persistence and how their motivation impacts this persistence. Adult learners face challenges beyond attending classes or completing homework (Bellare et al., 2023). They are often older, have more work and family commitments, and may return to higher education after a long hiatus (“Who is the adult learner?”, 2015).
Unlike their younger counterparts, for whom college might be a singular, identity-defining experience, for adults it’s often just one activity among many in which they participate to meet other specific needs (Fairchild, 2003). They’re simultaneously employees, parents, community leaders and caregivers for elderly relatives or children (Fairchild, 2003). This intricate web of responsibilities means the academic journey can be particularly susceptible to disruptions like an unexpected car repair or a family illness, highlighting an often-fragile social safety net (Clark et al., 2023).
Navigating the Complex Ecosystem of Adult Learner Lives
The research utilized Bronfenbrenner’s ecological systems theory (EST) to illuminate how an adult learner’s immediate environments (microsystems) and the interactions between them (mesosystems) shape the academic journey (Bronfenbrenner, 1979). EST views human development as a complex interplay between individuals and their environments.
Surprisingly, the research revealed that an adult undergraduate’s roles—whether married, employed, a parent or an unpaid caregiver—did not significantly impact their overall academic persistence. This finding suggests remarkable resilience, indicating that adult learners find ways to navigate and overcome the challenges inherent in their roles, demonstrating a strong commitment to their educational goals despite competing demands.
What does significantly impact persistence? Motivation and satisfaction, it turns out. Academic motivation emerged as a powerful predictor, explaining 18% of the variability in academic persistence. Simply put, the more motivated adult learners are, the more likely they are to persist (R2=.18, F(1,159)=36.16,p<.001). A statistically significant positive correlation (r(160)=.43,p<.001) further supports this relationship. This correlation aligns with self-determination theory (SDT), which posits that intrinsic motivation, stemming from feelings of autonomy, competence and relatedness, drives engagement and promotes effective learning experiences (Deci & Ryan, 1985). Intrinsic motivation, fueled by personal interest and satisfaction from the learning process, is a key driver for adult learners’ academic engagement (Reeve, 2012).
Academic satisfaction also played a crucial role, explaining 21% of the variability in academic persistence. When adult learners are satisfied with their educational experience, they will more likely stay enrolled and complete their degrees (R2=.21, F(1,157)=42.94,p<.001). A statistically significant positive correlation (r(159)=.46,p<.001) further reinforces this finding, underscoring the importance of positive interactions with faculty and peers, program relevance and overall program quality in promoting student satisfaction, which influences persistence (Moore & Kearsley, 2012; Tinto, 1993). As the ARCS model of motivation suggests, there is a direct relationship between motivation and satisfaction (Keller, 2000).
Support systems, too, are indispensable. Perceived family support was a significant positive predictor of academic persistence (b=.23,t=4.80,p<.001). Those who felt support from their families were more likely to navigate challenges and persist in their programs. While peer support also showed a statistically significant positive correlation with persistence (r=.32,p<.001), the influence of family support was more pronounced in the multiple regression analysis. These findings underscore the vital role an adult learner’s immediate social environment plays in their academic success (Bronfenbrenner, 1979; Fairchild, 2003).
However, not all interactions are beneficial. The research revealed that perceived conflicts between different life domains, particularly between academic and work responsibilities, negatively impacted persistence. This academic-work mesosystem conflict had a statistically significant negative relationship with academic persistence (R2=.09, F(1,133)=12.78,p<.001), highlighting the disruptive strain that juggling professional and educational demands creates (Gopalan et al., 2019). The overall academic mesosystem conflict also showed a statistically significant negative relationship with academic persistence (R2=.09, F(1,156)=16.04,p<.001). This finding underscores the potential for strain within interconnected environments, as EST emphasizes (Bronfenbrenner, 1979).
A Call for Action: How Institutions Can Truly Support Adult Learners
The qualitative findings paint a vivid picture of adult learners’ daily struggles. Time scarcity, financial pressures and the constant balancing act of school, family and work commitments were consistently cited as significant challenges. Many described a perpetual feeling of never having enough time or money, leading to personal sacrifices in well-being and social connections.
When asked how universities could better support them, adult learners offered clear and consistent suggestions.
Flexibility Is Key
A strong desire for more online course offerings, evening and weekend classes, and greater leniency regarding assignment deadlines and attendance policies dominated the recommendations. Participants highlighted the frustration of limited course availability impacting their degree progress.
Financial Lifelines
Scholarships, grants, tuition assistance and flexible payment plans specifically designed for adult learners were top priorities. Many struggled to balance working enough to pay bills with their academic commitments.
Empathetic Support
Adult learners craved understanding from professors and staff, particularly concerning their external commitments. They also expressed a need for a stronger sense of community among adult students and accessible mental health resources to combat burnout and stress.
Practical Assistance
On-campus childcare, commuter transportation and career services tailored to experienced adults were frequently mentioned as crucial supports.
Building a Future for All Learners
The findings from this study reinforce the critical need for higher education institutions to adopt a multifaceted approach to supporting adult learners. By understanding their motivations, valuing their experiences and actively addressing their unique challenges, universities can create an environment where every student, regardless of age or life stage, can thrive.
Such an approach requires moving beyond traditional models and embracing the following:
Flexible and Relevant Learning
Institutions must offer diverse course modalities, adaptable scheduling and curricula directly connecting to real-world applications and career advancement. Such offerings align with adult learning principles emphasizing relevance and practical application (Knowles, 1980).
Comprehensive Support Systems
Adult learners need targeted financial aid, accessible childcare, robust academic and career advising, and mental health services that acknowledge the pressures of balancing multiple roles (Caffarella & Zinn, 1999; Kasworm, 2003).
Empathetic Campus Culture
Faculty and staff should receive training to understand and respond to adult learners’ unique needs, fostering a truly inclusive and supportive community where these learners feel a sense of belonging (Tinto, 1993).
Innovation in Education
Schools must explore competency-based education (CBE), microcredentials and stackable programs that offer flexible pathways to skills acquisition and career advancement in a rapidly changing job market (Johnstone & Soares, 2014; Oliver, 2019). Partnering with local businesses to align curricula with workforce needs is also essential (Carnevale et al., 2018).
References
Adult Learner Statistics. (n.d.). Retrieved from Peirce College: https://www.peirce.edu/degrees-programs/additional-resources/adult-learners/adult-learner-statistics
Bellare, Y., Smith, A., Cochran, K., & Lopez, S. G. (2023). Motivations and barriers for adult learner achievement: recommendations for institutions of higher education. Adult Learning, 34(1), 30–39.
Berg, B., Cohen, J., Gardener, A., Karamarkovich, S., Kim, H., Randolph, B., & Shapiro, D. (2023). Stay informed fall 2023. Herndon: National Student Clearinghouse Research Center.
Bronfenbrenner, U. (1979). The ecology of human development: experiments by nature and design. Cambridge: Havard University Press.
Caffarella, R. S., & Zinn, L. F. (1999, June). Professional development for faculty: a conceptual framework of barriers and supports. Innovative Higher Education, Vol. 23 https://doi.org/10.1023/A:1022978806131, pp. 241-254.
Carnevale, A. P., Jeff Strohl, N. R., & Gulish, a. A. (2018). Three educational pathways to good jobs: high school, middle skills, and bachelor’s degree. Washington, D.C.: Georgetown University.
Clark, C., Cluver, M., & Selingo, J. J. (2023, May 17). Trend No. 3: The business model faces a full-scale transformation. Deloitte Insights. Retrieved from Deloitte Insights: https://www2.deloitte.com/us/en/insights/industry/public-sector/articles-on-higher-education/higher-education-business-model.html
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Fairchild, E. E. (2003, June 16). Multiple roles of adult learners. New Directions for Student Services 2003(102), 11–13.
Gopalan, N., Goodman, S., Hardy, A., & Jacobs, C. (2019). A fine balance: understanding the influence of job, school and personal characteristics in predicting academic and job satisfaction amongst non-traditional students. Journal of Education and Work, 32(6 – 7), 570–585.
Johnstone, S. M., & Soares, L. (2014). Principles for developing competency-based education programs. Change: The Magazine of Higher Learning, 46(2), 12–19.
Kasworm, C. E. (2003, June 16). Setting the stage: adults in higher education. New Directions for Student Services, pp. 3 - 10.
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. VII Semanario.
Knowles, M. (1980). The modern practice of adult education: from pedagogy to andragogy. Englewood Cliffs: Cambridge Adult Education.
Moore, M., & Kearsley, G. (2012). Distance education: a systems view of online learning 3rd edition. Wadsworth: Belmont.
National Center for Education Statistics. (2022, November). Digest of education statistics. Retrieved from NCES National Center for Education Statistics: https://nces.ed.gov/programs/digest/d22/tables/dt22_303.50.asp
Oliver, B. (2019). Making micro-credentials work for learners, employers and providers. Deakin University.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. W. (Eds), Handbook of Research on Student Engagement, https://doi.org/10.1007/978-1-4614-2018-7 (pp. 149 - 172). New York: Springer Science + Business Media.
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.
Who is the adult learner? (n.d.). Retrieved 11 14, 2023, from Southern Regional Education Board: https://www.sreb.org/general-information/who-adult-learner
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