Date of Conferral
Understanding the importance of resilience in academic performance as it pertains to adult online students is valuable to the people who provide services to, work with, and are a part of the population. The need to develop and enhance social programs that will improve outcomes for students with trauma-related disabilities is beneficial in increasing graduation rates and improving on the time it takes for adult online students to graduate. There is also a need for research focused on students with trauma-related disabilities because the literature in the field was found to be lacking in information. The purpose of the study was to investigate whether resilience level and age are predictors of academic performance among adult online learners with trauma-related disabilities. The data were collected using a demographic questionnaire and an online survey with students at two online universities. This quasi-experimental quantitative study used the post-traumatic growth theory as its theoretical foundation. A total of 110 participants completed the online demographic questionnaire and Resilience Scale. The analysis used a predictive equation of multiple linear regression with students' grade point average as the criterion variable and resiliency and age as predictor variables. The analysis indicated that there was no significant relationship between the variables. The study contributed to positive social change by reviewing the importance of fostering resilience in an academic setting, particularly for adult online students with trauma-related disabilities. Additionally, the study found no implication that age influences resilience, which means further studies do not need to focus on age as a variable in predicting resilience.
LeBarron, Carrie, "Resiliency and Age as Predictors of Academic Performance Among Adult Online Students with Trauma-Related Disabilities" (2018). Walden Dissertations and Doctoral Studies. 5494.