Date of Conferral

2023

Degree

Ph.D.

School

Psychology

Advisor

Elisabeth Weinbaum

Abstract

Researchers have identified the importance of academic mediation and modification within a student’s thought process as it encourages academic achievement in early education, college, and advanced degrees. However, there is a gap in the research regarding the academic mediation and modification in individuals who have progressed from GED to PhD. The purpose of this study was to (a) explore the personal experiences of doctoral alumni on their achievement during the progression from GED to PhD; (b) to understand what experiences, if any, related to receiving academic mediation and modification which led to doctoral success; and (c) to contribute to the literature focusing on academic mediation and modification in the progression from GED to PhD. Sociocultural theory and the theory of structural cognitive modifiability (SCM-MLE) were used to guide the study. Research questions were created to focus on the lived experiences of those who progressed from GED to PhD and any academic mediation and modification they experienced. Using a hermeneutic phenomenological design, the interviews of six doctoral alumni were analyzed using Hycner’s phenomenological analysis. Results showed that each participant had the desire to make a change in their lives which led to passion and determination and that success depended on social connectedness. This study will be useful for mentors, educators, and policy makers in understanding how to best guide the GED student toward greater success. When the student progresses academically, self-confidence and self-esteem increase and society sees an improvement in unemployment rates, political stability, decreased crime rates, and lower public health care costs.

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