Graduate Students' Academic Persistence: Academic and Social Integration Intertwined With Self-Directed Learning Readiness

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Human Agency, Identity, and Persistence in Graduate Education

Abstract

Using a mixed-method approach, this study explored some influential factors that may affect graduate students’ academic persistence in a college of education. Data were collected with an online survey questionnaire and some one-on-one interviews. The findings showed that the majority of graduate students had integrated into the academic environment and have established a positive relationship with advisors and program coordinators. They argued that graduate students should be able to take responsibility for their own learning to order to succeed in graduate education. This study addresses the gap in the literature that both academic and social integration factors intertwined with self-directed learning readiness to build a strong motivating force in assisting graduate students to persist in their graduate education.

Authors

• MOI MOOI LEW, Western Michigan University

• Regena F. Nelson, Western Michigan University