Predicting Women's Persistence in Adult Literacy Classes with Dispositional Variables

Authors: Ziegler, Mary; Bain, Sherry; Bell, Sherry; Mccallum, R.; Brian, Donna

Source: Reading Psychology, Volume 27, Number 1, Number 1/January-March 2006 , pp. 59-85(27)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Adult literacy programs offer individuals, particularly women, opportunities to improve their educational levels and economic circumstances; however, persistence in these programs is an issue for many. Two hundred forty five participants in a statewide adult literacy program took the Adult Education Persistence Scale, a measure of self-efficacy, resilience, attitudes toward school, and attributions, a measure we developed in an effort to identify dispositional variables that predict persistence. Results indicated that dispositional variables modestly predicted persistence, identifying high and low attendees with 69% accuracy. We recommend screening for dispositional variables to identify those at risk for dropout and to provide relevant support.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710500542668

Affiliations: 1: The University of Tennessee, Knoxville, Tennessee, USA

Publication date: 2006-01-01

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