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A DIALOGICAL APPROACH OF GROUP IDENTITY SALIENCE AND THE ACADEMIC COMPETENCE OF NONTRADITIONAL COLLEGE STUDENTS

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Date Issued:
2013
Abstract/Description:
As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.
Title: A DIALOGICAL APPROACH OF GROUP IDENTITY SALIENCE AND THE ACADEMIC COMPETENCE OF NONTRADITIONAL COLLEGE STUDENTS.
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Name(s): Thally, Robert, Author
Wright, Ph.D., Chrysalis, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.
Identifier: CFH0004345 (IID), ucf:44982 (fedora)
Note(s): 2013-05-01
B.S.
Sciences, Dept. of Psychology
Bachelors
This record was generated from author submitted information.
Subject(s): Dialogical self theory
academic competence
nontraditional students
group identity
student identity
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004345
Restrictions on Access: public
Host Institution: UCF

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