This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. Group A participants experienced academic failure and were asked to withdraw from their academic programs. Group B participants experienced significant academic challenges, but not to the point of being asked to withdraw from their academic programs. Members of both groups returned to studies, and completed at least one degree. The qualitative study applied narrative inquiry to gather the in-depth stories of the participants. The findings indicated that to succeed, all participants underwent either an internalization or transformation process that compelled them to commit to and succeed academically. The key difference between the two groups is that Group A members experienced unique, transformative experiences when asked to withdraw from their respective academic programs. All participants adopted study strategies to help them succeed. These strategies included the adoption of mastery and/or performance-based approaches to improve their academic performance.
|Advisor:||Agger-Gupta, Dorothy E.|
|Commitee:||Bain, Ken, Bardell, Dohrea, Guilarte, Miguel G., Rosenthal, Patrice E.|
|School:||Fielding Graduate University|
|Department:||The School of Human and Organization Development|
|School Location:||United States -- California|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Accounting, Education, Higher education|
|Keywords:||Academic challenge, Academic failure, Academic improvement, Academic performance, Drop-out, Withdrawal|
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