Název: Educational trajectories of non-traditional students : stories behind numbers
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 4, s. [93]-114
Rozsah
[93]-114
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-4-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143455
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This article aims to identify, measure, and deeply understand the educational trajectories of non-traditional students (students over the age of 26 who are enrolled following a break in their formal educational trajectory) studying for education degrees in the Czech Republic. To fulfill the aims, we adapted previously identified types of educational trajectories that are traveled by non-traditional students to the circumstances of the Czech higher education system. We measured the distribution of three types (deferrers, returners, and recurrent learners) in a sample of 713 non-traditional students. We found that the types were nearly evenly distributed, with a slight prevalence of deferrers. For a deeper understanding of these types, we analyzed 30 narrative interviews. Qualitative data revealed each group's specific features, including their attitudes toward higher education studies, their academic enculturation, and their academic skills. We suggest that the returner type should be split into two categories for more specific quantitative analysis. On the basis of our research, we offer tailored recommendations for supporting particular groups of non-traditional students.
Note
The article is an outcome of the "Non-Traditional Students Studying for Education Degrees in Tertiary Education within the Czech Republic" research project funded by the Czech Science Foundation (18-15451S).
Reference
[1] Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. U.S. Department of Education, Office of Vocational and Adult Education.
[2] Baltes, P. B., Reese, H. W., & Lipsitt, L. P. (1980). Life-span developmental psychology. Annual Review of Psychology, 31, 65–100. https://doi-org.ezproxy.muni.cz/10.1146/annurev.ps.31.020180.000433 | DOI 10.1146/annurev.ps.31.020180.000433
[3] Bennett, S., Evans, T. R., & Riedle, J. (2007). Comparing academic motivation and accomplishments among traditional, nontraditional, and distance education college students. Psi Chi Journal of Undergraduate Research, 12(4), 154–161. https://doi-org.ezproxy.muni.cz/10.24839/1089-4136.JN12.4.154
[4] Billett, S. (2014). Integrating learning experiences across tertiary education and practice settings: A socio-personal account. Educational Research Review, 12, 1–13. https://doi-org.ezproxy.muni.cz/10.1016/j.edurev.2014.01.002 | DOI 10.1016/j.edurev.2014.01.002
[5] Bourgeois, É., De Viron, F., Nils, F., Traversa, J., & Vertongen., G. (2009). Valeur, espérance de réussite, et formation d'adultes: Pertinence du modèle d'expectancy-value en contexte de formation universitaire pour adultes. Savoirs, 2(20), 119–133. https://doi-org.ezproxy.muni.cz/10.3917/savo.020.0119 | DOI 10.3917/savo.020.0119
[6] Bozick, R., & DeLuca, S. (2005). Better late than never? Delayed enrollment in the high school to college transition. Social Forces, 84(1), 531–554. https://doi-org.ezproxy.muni.cz/10.1353/sof.2005.0089 | DOI 10.1353/sof.2005.0089
[7] Bron, A., & Lönnheden, C. (2004). Higher education for non-traditional students in Sweden: A matter of inclusion. Journal of Adult and Continuing Education: Adult Education and Social Inclusion/Exclusion: Citizen Perspectives, 7, 175–188.
[8] Butcher, J. (2020). Unheard: The voices of part-time adult learners. Higher Education Policy Institute, Oxford.
[9] Chao, R., & Good, G. E. (2004). Nontraditional students' perspectives on college education: A qualitative study. Journal of College Counseling, 7(1), 5–12. https://doi-org.ezproxy.muni.cz/10.1002/j.2161-1882.2004.tb00253.x | DOI 10.1002/j.2161-1882.2004.tb00253.x
[10] Charmaz, K. (2014). Constructing Grounded Theory. Sage.
[11] Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
[12] Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Sage.
[13] Cuconato, M. (2016). Some reflections on the educational trajectories of migrant students in the European school systems. Forum Sociológico, 28(2), 19–25. https://doi-org.ezproxy.muni.cz/10.4000/sociologico.1386
[14] Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38–50. https://doi-org.ezproxy.muni.cz/10.1016/j.econedurev.2013.10.004 | DOI 10.1016/j.econedurev.2013.10.004
[15] Davies, P., & Williams, J. (2001). For me or not for me? Fragility and risk in mature students' decision–making. Higher Education Quarterly, 55(2), 185–203. http://dx.doi.org.ezproxy.muni.cz/10.1111/1468-2273.00182 | DOI 10.1111/1468-2273.00182
[16] Denice, P. (2019). Trajectories through postsecondary education and students' life course transitions. Social Science Research, 80, 243–260. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2019.02.005 | DOI 10.1016/j.ssresearch.2019.02.005
[17] Deutsch, N. L., & Schmertz, B. (2011). "Starting from ground zero:" Constraints and experiences of adult women returning to college. The Review of Higher Education, 34(3), 477–504. https://doi-org.ezproxy.muni.cz/10.1353/rhe.2011.0002 | DOI 10.1353/rhe.2011.0002
[18] Egetenmeyer, R. (2017). What to compare? Comparative issues in adult education. In M. Slowey (Ed.), Comparative adult education and learning. Authors and texts (pp. 79–116). Firenze University Press.
[19] Elder, G. H., Jr., Johnson, M. K., & Crosnoe, R. (2003). The emergence and development of life course theory. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of the life course (pp. 3–19). Springer.
[20] Elman, C., & O'Rand, A. M. (2004). The race is to the swift: Socioeconomic origins, adult education, and wage attainment. American Journal of Sociology, 110(1), 123–160. https://doi-org.ezproxy.muni.cz/10.1086/386273 | DOI 10.1086/386273
[21] Fazey, D. M. A., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345–361. https://doi-org.ezproxy.muni.cz/10.1080/03075070120076309 | DOI 10.1080/03075070120076309
[22] Forbus, P., Newbold, J. J., & Mehta, S. S. (2011). A study of non-traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109–125.
[23] Goldrick-Rab, S. (2006). Following their every move: An investigation of social-class differences in college pathways. Sociology of Education, 79(1), 67–79. https://doi-org.ezproxy.muni.cz/10.1177/003804070607900104 | DOI 10.1177/003804070607900104
[24] Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the American dream. University of Chicago Press.
[25] Hart, N. K. (2003). Best practices in providing nontraditional students with both academic and financial support. New Directions for Higher Education, 121, 99–106. https://doi-org.ezproxy.muni.cz/10.1002/he.104 | DOI 10.1002/he.104
[26] Jacobs, J. A., & King, R. B. (2002). Age and college completion: A life-history analysis of women aged 15-44. Sociology of Education, 75(3), 211–230. https://doi-org.ezproxy.muni.cz/10.2307/3090266 | DOI 10.2307/3090266
[27] Jamieson, A. (2007). Higher education study in later life: What is the point? Ageing and Society, 27(3), 363–384. https://doi-org.ezproxy.muni.cz/10.1017/S0144686X06005745 | DOI 10.1017/S0144686X06005745
[28] Kasworm, C. E. (2018). Adult students: A confusing world in undergraduate higher education. The Journal of Continuing Higher Education, 66(2), 77–87. https://doi-org.ezproxy.muni.cz/10.1080/07377363.2018.1469077 | DOI 10.1080/07377363.2018.1469077
[29] Kasworm, C. E. (2010). Adult learners in a research university: Negotiating undergraduate identity. Adult Education Quarterly, 60(2), 143–160. https://doi-org.ezproxy.muni.cz/10.1177/0741713609336110 | DOI 10.1177/0741713609336110
[30] Kasworm, C. E. (2008). Emotional challenges of adult learners in higher education. New Directions for Adult & Continuing Education, 120, 27–34. https://doi-org.ezproxy.muni.cz/10.1002/ace.313 | DOI 10.1002/ace.313
[31] Kim, K. A. (2002). ERIC review: Exploring the meaning of "nontraditional" at the community college. Community College Review, 30(1), 74–89. https://doi-org.ezproxy.muni.cz/10.1177/009155210203000104 | DOI 10.1177/009155210203000104
[32] Klaczynski, P. A., & Reese, H. W. (1991). Educational trajectory and "action orientation": Grade and track differences. Journal of Youth and Adolescence, 20(4), 441–462. https://doi-org.ezproxy.muni.cz/10.1007/BF01537185 | DOI 10.1007/BF01537185
[33] Lee, T. K., Wickrama, K. A. S., O'Neal, C. W., & Prado, G. (2018). Identifying diverse life transition patterns from adolescence to young adulthood: The influence of early socioeconomic context. Social Science Research, 70, 212–228. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2017.12.001 | DOI 10.1016/j.ssresearch.2017.12.001
[34] Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Sage.
[35] Mayer, K. U. (2009). New directions in life course research. Annual Review of Sociology, 35, 413–433. https://doi-org.ezproxy.muni.cz/10.1146/annurev.soc.34.040507.134619 | DOI 10.1146/annurev.soc.34.040507.134619
[36] Milesi, C. (2010). Do all roads lead to Rome? Effect of educational trajectories on educational transitions. Research in Social Stratification and Mobility, 28(1), 23–44. https://doi-org.ezproxy.muni.cz/10.1016/j.rssm.2009.12.002 | DOI 10.1016/j.rssm.2009.12.002
[37] Ministry of Education, Youth, and Sport (2018). Seznam akreditovaných studijních programů v ČR. Ministerstvo školství, mládeže a tělovýchovy.
[38] Monaghan, D. B. (2020). College-going trajectories across early adulthood: An inquiry using sequence analysis. The Journal of Higher Education, 91(3), 402–432. https://doi-org.ezproxy.muni.cz/10.1080/00221546.2019.1647584 | DOI 10.1080/00221546.2019.1647584
[39] Mouw, T. (2005). Sequences of early adult transitions: A look at variability and consequences. In R. A. Settersten, Jr., F. F. Furstenberg, Jr., & R. G. Rumbaut (Eds.), On the frontier of adulthood (pp. 256–291). University of Chicago Press.
[40] Murphy, H., & Roopchand, N. (2003). Intrinsic motivation and self-esteem in traditional and mature students at a post-1992 university in the North-east of England. Educational Studies, 29(2-3), 243–259. https://doi-org.ezproxy.muni.cz/10.1080/03055690303278 | DOI 10.1080/03055690303278
[41] Novotný, P., Brücknerová, K., Juhaňák, L., & Rozvadská, K. (2019). Driven to be a non-traditional student: Measurement of the academic motivation scale with adult learners after their transition to university. Studia Paedagogica, 24(2), 109–135. http://dx.doi.org.ezproxy.muni.cz/10.5817/SP2019-2-5 | DOI 10.5817/SP2019-2-5
[42] Píšová, M., Hanušová, S., Kostková, K., Janíková, V., Najvar, P., & Tůma, F. (2013). Učitel expert: Jeho charakteristiky a determinanty profesního rozvoje (na pozadí výuky cizích jazyků. Masarykova univerzita.
[43] Raley, S., Bianchi, S. M., & Wang, W. (2012). When do fathers care? Mothers' economic contribution and fathers' involvement in child care. American Journal of Sociology, 117(5), 1422–1459. https://doi-org.ezproxy.muni.cz/10.1086/663354 | DOI 10.1086/663354
[44] Reay, D. (2003). A risky business? Mature working-class women students and access to higher education. Gender and Education, 15(3), 301–317. https://doi-org.ezproxy.muni.cz/10.1080/09540250303860 | DOI 10.1080/09540250303860
[45] Roksa, J., & Velez, M. (2012). A late start: Delayed entry, life course transitions and bachelor's degree completion. Social Forces, 90(3), 769–794. https://doi-org.ezproxy.muni.cz/10.1093/sf/sor018 | DOI 10.1093/sf/sor018
[46] Rosário, P., Pereira, A., Núñez, J. C., Cunha, J., Fuentes, S., Polydoro, S., Gaeta, M., & Fernández, E. (2014). An explanatory model of the intention to continue studying among non-traditional university students. Psicothema, 26(1), 84–90. https://doi-org.ezproxy.muni.cz/10.7334/psicothema2013.176
[47] Rosenthal, G. (2004). Biographical research. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds.), Qualitative research practice (pp. 48–64). Sage.
[48] Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi-org.ezproxy.muni.cz/10.1177/0013164405282471 | DOI 10.1177/0013164405282471
[49] Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi-org.ezproxy.muni.cz/10.1177/0022022102033005003 | DOI 10.1177/0022022102033005003
[50] Scott-Clayton, J. (2012). What explains trends in labor supply among U.S. undergraduates, 1970–2009? (NBER Working Paper No. 17744). National Bureau of Economic Research.
[51] Scott, L. M., & Lewis, C. W. (2012). Nontraditional students: Assumptions, perceptions, and directions for a meaningful academic experience. The International Journal of Interdisciplinary Social Sciences, 6(4), 1–10. https://doi-org.ezproxy.muni.cz/10.18848/1833-1882/CGP/v06i04/52068
[52] Shanahan, M. J. (2000). Pathways to adulthood in changing societies: Variability and mechanisms in life course perspective. Annual Review of Sociology, 26, 667–692. https://doi-org.ezproxy.muni.cz/10.1146/annurev.soc.26.1.667 | DOI 10.1146/annurev.soc.26.1.667
[53] Shillingford, S., & Karlin, N. J. (2013). The role of intrinsic motivation in the academic pursuits of nontraditional students. New Horizons in Adult Education and Human Resource Development, 25(3), 91–102. https://doi-org.ezproxy.muni.cz/10.1002/nha3.20033
[54] Silverman, S. C., Aliabadi, S., & Stiles, M. R. (2009). Meeting the needs of commuter, part-time, transfer, and returning students. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 223–242). Routledge.
[55] Slowey, M., & Schuetze, H. G. (2000). All change – no change? Lifelong learners and higher education revisited. In H. G. Schuetze & M. Slowey (Eds.), Higher education and lifelong learners: International perspectives on change (pp. 1–34). Routledge.
[56] Souto-Otero, M., & Whitworth, A. (2017). Adult participation in higher education and the 'knowledge economy': A cross-national analysis of patterns of delayed participation in higher education across 15 European countries. British Journal of Sociology of Education, 38(6), 763–781. https://doi-org.ezproxy.muni.cz/10.1080/01425692.2016.1158639 | DOI 10.1080/01425692.2016.1158639
[57] Stone, C., & O'Shea, S. E. (2013). Time, money, leisure and guilt – The gendered challenges of higher education for mature-age students. Australian Journal of Adult Learning, 53(1), 95–116.
[58] Tait, H., Entwistle, N. J., & McCune, V. (1998). ASSIST: A re-conceptualisation of the approaches to studying inventory. In C. Rust (Ed.), Improving students as learners (pp. 262–271). Oxford Centre for Staff and Learning Development.
[59] Taniguchi, H., & Kaufman, G. (2005). Degree completion among nontraditional college students. Social Science Quarterly, 86(4), 912–927. https://doi-org.ezproxy.muni.cz/10.1111/j.0038-4941.2005.00363.x | DOI 10.1111/j.0038-4941.2005.00363.x
[60] Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423–442. https://doi-org.ezproxy.muni.cz/10.1080/02680930210140257 | DOI 10.1080/02680930210140257
[61] Thunborg, C., & Bron, A. (2019). Being in constant transition or recurrent formation: Non-traditional graduates' life transitions before, during and after higher education in Sweden. Studies in the Education of Adults, 51(1), 36–54. https://doi-org.ezproxy.muni.cz/10.1080/02660830.2018.1523102
[62] Thunborg, C., Bron, A., & Edström, E. (2013). Motives, commitment and student identity in higher education—Experiences of non-traditional students in Sweden. Studies in the Education of Adults, 45(2), 177–193. https://doi-org.ezproxy.muni.cz/10.1080/02660830.2013.11661650
[63] Tilley, B. P. (2014). What makes a student non-traditional? A comparison of students over and under age 25 in online, accelerated psychology courses. Psychology Learning & Teaching, 13(2), 95–106. https://doi-org.ezproxy.muni.cz/10.2304/plat.2014.13.2.95 | DOI 10.2304/plat.2014.13.2.95
[64] Urbánek, P. (2005). Vybrané problémy učitelské profese: aktuální analýza. Technická univerzita v Liberci.
[65] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. | DOI 10.1177/0013164492052004025
[66] Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), 45–73. https://doi-org.ezproxy.muni.cz/10.1353/rhe.2003.0044 | DOI 10.1353/rhe.2003.0044
[67] Walsemann, K. M., Hummer, R. A., & Hayward, M. D. (2018). Heterogeneity in educational pathways and the health behavior of US young adults. Population Research and Policy Review, 37(3), 343–366. https://doi-org.ezproxy.muni.cz/10.1007/s11113-018-9463-7 | DOI 10.1007/s11113-018-9463-7
[68] Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in Higher Education, 22(1), 33–53. https://doi-org.ezproxy.muni.cz/10.1080/03075079712331381121 | DOI 10.1080/03075079712331381121
[69] Yavorsky, J. E., Kamp Dush, C. M., & Schoppe–Sullivan, S. J. (2015). The production of inequality: The gender division of labor across the transition to parenthood. Journal of Marriage and Family, 77(3), 662–679. https://doi-org.ezproxy.muni.cz/10.1111/jomf.12189 | DOI 10.1111/jomf.12189
[70] Zákon č. 197/2014, zákon, kterým se mění zákon č. 563/2004 Sb., o pedagogických pracovnících a o změně některých zákonů, ve znění pozdějších předpisů, (2014). https://aplikace.mvcr.cz/sbirka-zakonu/SearchResult.aspx?q=197/2014%20&typeLaw=zakon&what=Cislo_zakona_smlouvy
[71] Zákon č. 563/2004 Sb., zákon o pedagogických pracovnících a o změně některých zákonů, (2014). https://aplikace.mvcr.cz/sbirka-zakonu/SearchResult.aspx?q=563/2004%20&typeLaw=zakon&what=Cislo_zakona_smlouvy
[2] Baltes, P. B., Reese, H. W., & Lipsitt, L. P. (1980). Life-span developmental psychology. Annual Review of Psychology, 31, 65–100. https://doi-org.ezproxy.muni.cz/10.1146/annurev.ps.31.020180.000433 | DOI 10.1146/annurev.ps.31.020180.000433
[3] Bennett, S., Evans, T. R., & Riedle, J. (2007). Comparing academic motivation and accomplishments among traditional, nontraditional, and distance education college students. Psi Chi Journal of Undergraduate Research, 12(4), 154–161. https://doi-org.ezproxy.muni.cz/10.24839/1089-4136.JN12.4.154
[4] Billett, S. (2014). Integrating learning experiences across tertiary education and practice settings: A socio-personal account. Educational Research Review, 12, 1–13. https://doi-org.ezproxy.muni.cz/10.1016/j.edurev.2014.01.002 | DOI 10.1016/j.edurev.2014.01.002
[5] Bourgeois, É., De Viron, F., Nils, F., Traversa, J., & Vertongen., G. (2009). Valeur, espérance de réussite, et formation d'adultes: Pertinence du modèle d'expectancy-value en contexte de formation universitaire pour adultes. Savoirs, 2(20), 119–133. https://doi-org.ezproxy.muni.cz/10.3917/savo.020.0119 | DOI 10.3917/savo.020.0119
[6] Bozick, R., & DeLuca, S. (2005). Better late than never? Delayed enrollment in the high school to college transition. Social Forces, 84(1), 531–554. https://doi-org.ezproxy.muni.cz/10.1353/sof.2005.0089 | DOI 10.1353/sof.2005.0089
[7] Bron, A., & Lönnheden, C. (2004). Higher education for non-traditional students in Sweden: A matter of inclusion. Journal of Adult and Continuing Education: Adult Education and Social Inclusion/Exclusion: Citizen Perspectives, 7, 175–188.
[8] Butcher, J. (2020). Unheard: The voices of part-time adult learners. Higher Education Policy Institute, Oxford.
[9] Chao, R., & Good, G. E. (2004). Nontraditional students' perspectives on college education: A qualitative study. Journal of College Counseling, 7(1), 5–12. https://doi-org.ezproxy.muni.cz/10.1002/j.2161-1882.2004.tb00253.x | DOI 10.1002/j.2161-1882.2004.tb00253.x
[10] Charmaz, K. (2014). Constructing Grounded Theory. Sage.
[11] Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
[12] Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Sage.
[13] Cuconato, M. (2016). Some reflections on the educational trajectories of migrant students in the European school systems. Forum Sociológico, 28(2), 19–25. https://doi-org.ezproxy.muni.cz/10.4000/sociologico.1386
[14] Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38–50. https://doi-org.ezproxy.muni.cz/10.1016/j.econedurev.2013.10.004 | DOI 10.1016/j.econedurev.2013.10.004
[15] Davies, P., & Williams, J. (2001). For me or not for me? Fragility and risk in mature students' decision–making. Higher Education Quarterly, 55(2), 185–203. http://dx.doi.org.ezproxy.muni.cz/10.1111/1468-2273.00182 | DOI 10.1111/1468-2273.00182
[16] Denice, P. (2019). Trajectories through postsecondary education and students' life course transitions. Social Science Research, 80, 243–260. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2019.02.005 | DOI 10.1016/j.ssresearch.2019.02.005
[17] Deutsch, N. L., & Schmertz, B. (2011). "Starting from ground zero:" Constraints and experiences of adult women returning to college. The Review of Higher Education, 34(3), 477–504. https://doi-org.ezproxy.muni.cz/10.1353/rhe.2011.0002 | DOI 10.1353/rhe.2011.0002
[18] Egetenmeyer, R. (2017). What to compare? Comparative issues in adult education. In M. Slowey (Ed.), Comparative adult education and learning. Authors and texts (pp. 79–116). Firenze University Press.
[19] Elder, G. H., Jr., Johnson, M. K., & Crosnoe, R. (2003). The emergence and development of life course theory. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of the life course (pp. 3–19). Springer.
[20] Elman, C., & O'Rand, A. M. (2004). The race is to the swift: Socioeconomic origins, adult education, and wage attainment. American Journal of Sociology, 110(1), 123–160. https://doi-org.ezproxy.muni.cz/10.1086/386273 | DOI 10.1086/386273
[21] Fazey, D. M. A., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345–361. https://doi-org.ezproxy.muni.cz/10.1080/03075070120076309 | DOI 10.1080/03075070120076309
[22] Forbus, P., Newbold, J. J., & Mehta, S. S. (2011). A study of non-traditional and traditional students in terms of their time management behaviors, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15, 109–125.
[23] Goldrick-Rab, S. (2006). Following their every move: An investigation of social-class differences in college pathways. Sociology of Education, 79(1), 67–79. https://doi-org.ezproxy.muni.cz/10.1177/003804070607900104 | DOI 10.1177/003804070607900104
[24] Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the American dream. University of Chicago Press.
[25] Hart, N. K. (2003). Best practices in providing nontraditional students with both academic and financial support. New Directions for Higher Education, 121, 99–106. https://doi-org.ezproxy.muni.cz/10.1002/he.104 | DOI 10.1002/he.104
[26] Jacobs, J. A., & King, R. B. (2002). Age and college completion: A life-history analysis of women aged 15-44. Sociology of Education, 75(3), 211–230. https://doi-org.ezproxy.muni.cz/10.2307/3090266 | DOI 10.2307/3090266
[27] Jamieson, A. (2007). Higher education study in later life: What is the point? Ageing and Society, 27(3), 363–384. https://doi-org.ezproxy.muni.cz/10.1017/S0144686X06005745 | DOI 10.1017/S0144686X06005745
[28] Kasworm, C. E. (2018). Adult students: A confusing world in undergraduate higher education. The Journal of Continuing Higher Education, 66(2), 77–87. https://doi-org.ezproxy.muni.cz/10.1080/07377363.2018.1469077 | DOI 10.1080/07377363.2018.1469077
[29] Kasworm, C. E. (2010). Adult learners in a research university: Negotiating undergraduate identity. Adult Education Quarterly, 60(2), 143–160. https://doi-org.ezproxy.muni.cz/10.1177/0741713609336110 | DOI 10.1177/0741713609336110
[30] Kasworm, C. E. (2008). Emotional challenges of adult learners in higher education. New Directions for Adult & Continuing Education, 120, 27–34. https://doi-org.ezproxy.muni.cz/10.1002/ace.313 | DOI 10.1002/ace.313
[31] Kim, K. A. (2002). ERIC review: Exploring the meaning of "nontraditional" at the community college. Community College Review, 30(1), 74–89. https://doi-org.ezproxy.muni.cz/10.1177/009155210203000104 | DOI 10.1177/009155210203000104
[32] Klaczynski, P. A., & Reese, H. W. (1991). Educational trajectory and "action orientation": Grade and track differences. Journal of Youth and Adolescence, 20(4), 441–462. https://doi-org.ezproxy.muni.cz/10.1007/BF01537185 | DOI 10.1007/BF01537185
[33] Lee, T. K., Wickrama, K. A. S., O'Neal, C. W., & Prado, G. (2018). Identifying diverse life transition patterns from adolescence to young adulthood: The influence of early socioeconomic context. Social Science Research, 70, 212–228. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2017.12.001 | DOI 10.1016/j.ssresearch.2017.12.001
[34] Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Sage.
[35] Mayer, K. U. (2009). New directions in life course research. Annual Review of Sociology, 35, 413–433. https://doi-org.ezproxy.muni.cz/10.1146/annurev.soc.34.040507.134619 | DOI 10.1146/annurev.soc.34.040507.134619
[36] Milesi, C. (2010). Do all roads lead to Rome? Effect of educational trajectories on educational transitions. Research in Social Stratification and Mobility, 28(1), 23–44. https://doi-org.ezproxy.muni.cz/10.1016/j.rssm.2009.12.002 | DOI 10.1016/j.rssm.2009.12.002
[37] Ministry of Education, Youth, and Sport (2018). Seznam akreditovaných studijních programů v ČR. Ministerstvo školství, mládeže a tělovýchovy.
[38] Monaghan, D. B. (2020). College-going trajectories across early adulthood: An inquiry using sequence analysis. The Journal of Higher Education, 91(3), 402–432. https://doi-org.ezproxy.muni.cz/10.1080/00221546.2019.1647584 | DOI 10.1080/00221546.2019.1647584
[39] Mouw, T. (2005). Sequences of early adult transitions: A look at variability and consequences. In R. A. Settersten, Jr., F. F. Furstenberg, Jr., & R. G. Rumbaut (Eds.), On the frontier of adulthood (pp. 256–291). University of Chicago Press.
[40] Murphy, H., & Roopchand, N. (2003). Intrinsic motivation and self-esteem in traditional and mature students at a post-1992 university in the North-east of England. Educational Studies, 29(2-3), 243–259. https://doi-org.ezproxy.muni.cz/10.1080/03055690303278 | DOI 10.1080/03055690303278
[41] Novotný, P., Brücknerová, K., Juhaňák, L., & Rozvadská, K. (2019). Driven to be a non-traditional student: Measurement of the academic motivation scale with adult learners after their transition to university. Studia Paedagogica, 24(2), 109–135. http://dx.doi.org.ezproxy.muni.cz/10.5817/SP2019-2-5 | DOI 10.5817/SP2019-2-5
[42] Píšová, M., Hanušová, S., Kostková, K., Janíková, V., Najvar, P., & Tůma, F. (2013). Učitel expert: Jeho charakteristiky a determinanty profesního rozvoje (na pozadí výuky cizích jazyků. Masarykova univerzita.
[43] Raley, S., Bianchi, S. M., & Wang, W. (2012). When do fathers care? Mothers' economic contribution and fathers' involvement in child care. American Journal of Sociology, 117(5), 1422–1459. https://doi-org.ezproxy.muni.cz/10.1086/663354 | DOI 10.1086/663354
[44] Reay, D. (2003). A risky business? Mature working-class women students and access to higher education. Gender and Education, 15(3), 301–317. https://doi-org.ezproxy.muni.cz/10.1080/09540250303860 | DOI 10.1080/09540250303860
[45] Roksa, J., & Velez, M. (2012). A late start: Delayed entry, life course transitions and bachelor's degree completion. Social Forces, 90(3), 769–794. https://doi-org.ezproxy.muni.cz/10.1093/sf/sor018 | DOI 10.1093/sf/sor018
[46] Rosário, P., Pereira, A., Núñez, J. C., Cunha, J., Fuentes, S., Polydoro, S., Gaeta, M., & Fernández, E. (2014). An explanatory model of the intention to continue studying among non-traditional university students. Psicothema, 26(1), 84–90. https://doi-org.ezproxy.muni.cz/10.7334/psicothema2013.176
[47] Rosenthal, G. (2004). Biographical research. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds.), Qualitative research practice (pp. 48–64). Sage.
[48] Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi-org.ezproxy.muni.cz/10.1177/0013164405282471 | DOI 10.1177/0013164405282471
[49] Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi-org.ezproxy.muni.cz/10.1177/0022022102033005003 | DOI 10.1177/0022022102033005003
[50] Scott-Clayton, J. (2012). What explains trends in labor supply among U.S. undergraduates, 1970–2009? (NBER Working Paper No. 17744). National Bureau of Economic Research.
[51] Scott, L. M., & Lewis, C. W. (2012). Nontraditional students: Assumptions, perceptions, and directions for a meaningful academic experience. The International Journal of Interdisciplinary Social Sciences, 6(4), 1–10. https://doi-org.ezproxy.muni.cz/10.18848/1833-1882/CGP/v06i04/52068
[52] Shanahan, M. J. (2000). Pathways to adulthood in changing societies: Variability and mechanisms in life course perspective. Annual Review of Sociology, 26, 667–692. https://doi-org.ezproxy.muni.cz/10.1146/annurev.soc.26.1.667 | DOI 10.1146/annurev.soc.26.1.667
[53] Shillingford, S., & Karlin, N. J. (2013). The role of intrinsic motivation in the academic pursuits of nontraditional students. New Horizons in Adult Education and Human Resource Development, 25(3), 91–102. https://doi-org.ezproxy.muni.cz/10.1002/nha3.20033
[54] Silverman, S. C., Aliabadi, S., & Stiles, M. R. (2009). Meeting the needs of commuter, part-time, transfer, and returning students. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 223–242). Routledge.
[55] Slowey, M., & Schuetze, H. G. (2000). All change – no change? Lifelong learners and higher education revisited. In H. G. Schuetze & M. Slowey (Eds.), Higher education and lifelong learners: International perspectives on change (pp. 1–34). Routledge.
[56] Souto-Otero, M., & Whitworth, A. (2017). Adult participation in higher education and the 'knowledge economy': A cross-national analysis of patterns of delayed participation in higher education across 15 European countries. British Journal of Sociology of Education, 38(6), 763–781. https://doi-org.ezproxy.muni.cz/10.1080/01425692.2016.1158639 | DOI 10.1080/01425692.2016.1158639
[57] Stone, C., & O'Shea, S. E. (2013). Time, money, leisure and guilt – The gendered challenges of higher education for mature-age students. Australian Journal of Adult Learning, 53(1), 95–116.
[58] Tait, H., Entwistle, N. J., & McCune, V. (1998). ASSIST: A re-conceptualisation of the approaches to studying inventory. In C. Rust (Ed.), Improving students as learners (pp. 262–271). Oxford Centre for Staff and Learning Development.
[59] Taniguchi, H., & Kaufman, G. (2005). Degree completion among nontraditional college students. Social Science Quarterly, 86(4), 912–927. https://doi-org.ezproxy.muni.cz/10.1111/j.0038-4941.2005.00363.x | DOI 10.1111/j.0038-4941.2005.00363.x
[60] Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423–442. https://doi-org.ezproxy.muni.cz/10.1080/02680930210140257 | DOI 10.1080/02680930210140257
[61] Thunborg, C., & Bron, A. (2019). Being in constant transition or recurrent formation: Non-traditional graduates' life transitions before, during and after higher education in Sweden. Studies in the Education of Adults, 51(1), 36–54. https://doi-org.ezproxy.muni.cz/10.1080/02660830.2018.1523102
[62] Thunborg, C., Bron, A., & Edström, E. (2013). Motives, commitment and student identity in higher education—Experiences of non-traditional students in Sweden. Studies in the Education of Adults, 45(2), 177–193. https://doi-org.ezproxy.muni.cz/10.1080/02660830.2013.11661650
[63] Tilley, B. P. (2014). What makes a student non-traditional? A comparison of students over and under age 25 in online, accelerated psychology courses. Psychology Learning & Teaching, 13(2), 95–106. https://doi-org.ezproxy.muni.cz/10.2304/plat.2014.13.2.95 | DOI 10.2304/plat.2014.13.2.95
[64] Urbánek, P. (2005). Vybrané problémy učitelské profese: aktuální analýza. Technická univerzita v Liberci.
[65] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. | DOI 10.1177/0013164492052004025
[66] Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), 45–73. https://doi-org.ezproxy.muni.cz/10.1353/rhe.2003.0044 | DOI 10.1353/rhe.2003.0044
[67] Walsemann, K. M., Hummer, R. A., & Hayward, M. D. (2018). Heterogeneity in educational pathways and the health behavior of US young adults. Population Research and Policy Review, 37(3), 343–366. https://doi-org.ezproxy.muni.cz/10.1007/s11113-018-9463-7 | DOI 10.1007/s11113-018-9463-7
[68] Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in Higher Education, 22(1), 33–53. https://doi-org.ezproxy.muni.cz/10.1080/03075079712331381121 | DOI 10.1080/03075079712331381121
[69] Yavorsky, J. E., Kamp Dush, C. M., & Schoppe–Sullivan, S. J. (2015). The production of inequality: The gender division of labor across the transition to parenthood. Journal of Marriage and Family, 77(3), 662–679. https://doi-org.ezproxy.muni.cz/10.1111/jomf.12189 | DOI 10.1111/jomf.12189
[70] Zákon č. 197/2014, zákon, kterým se mění zákon č. 563/2004 Sb., o pedagogických pracovnících a o změně některých zákonů, ve znění pozdějších předpisů, (2014). https://aplikace.mvcr.cz/sbirka-zakonu/SearchResult.aspx?q=197/2014%20&typeLaw=zakon&what=Cislo_zakona_smlouvy
[71] Zákon č. 563/2004 Sb., zákon o pedagogických pracovnících a o změně některých zákonů, (2014). https://aplikace.mvcr.cz/sbirka-zakonu/SearchResult.aspx?q=563/2004%20&typeLaw=zakon&what=Cislo_zakona_smlouvy