Course completion and older adult students: The effects of self-efficacy, self-regulation, and motivation

This study was a secondary data analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) data set. The purpose of this study was to examine the differences in the level of academic self-efficacy, self-regulation, and intrinsic motivation for students of three different age groups: younger (under 24), midage (25--39), and older (40 and above). Additionally, this study attempted to determine how these variables along with job related educational intentions predict course completion for students 40 years of age and older. Significant differences were found between the means of age groups in levels of self-efficacy, self-regulation and intrinsic motivation. Self-efficacy was found to be higher in younger and midage students than for older students, while both measures of self regulation and intrinsic motivation were higher for older students than for younger students. Predictors of course completion for students 40 years of age and above were determined by conducting two separate regression analyses. In the first regression, predictors of course completion were self-regulation, parental socioeconomic status, and being Asian. Negative predictors were being African-American or Hispanic, and owning a home. The second regression analysis indicated that taking English for work, having a degree, and being Asian were predictors of course completion. Variables that negatively predicted course completion were being African-American or Hispanic, owning a home, and working more hours. Implications for institutions of higher education and suggestions for future research regarding older adult students were also explored.