Date of Award

Summer 1998

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Elaine M. Justice

Committee Member

Thomas F. Cash

Committee Member

Robin J. Lewis

Call Number for Print

Special Collections LD4331.P65 E556

Abstract

Nontraditional aged (age 25 and over) college women outperform traditional aged (age 18-24) college women academically. This research reviewed areas of differences in the two groups and proposed that differences in two main areas contribute to performance: motivation and cognitive maturation. One hundred and twelve female traditional and nontraditional aged students completed Mehrabian's Achieving Tendency Scale (MATS), the Watson-Glaser Critical Thinking Appraisal (WGCTA), and the Learning Environment Preferences measure (LEP). Students were identified as traditional aged (18-24 years), younger nontraditional aged (25-31 years), and older nontraditional aged (& 32 years). Grade point average (GPA) was used as a measure of performance. Developmental differences were found in that both nontraditional aged groups had higher GPAs and scored higher on the Assumptions subscale of the WGCTA than the traditional group. Regression analyses revealed that the WGCTA Inference subscale and the MATS were significant predictors of GPA. The variable that varied developmentally—recognition of assumptions—did not predict GPA. Further research is needed to investigate additional factors contributing to nontraditional aged women' success in college.

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DOI

10.25777/5wcf-v294

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