ABSTRACT
To provide a framework for understanding adult learners in higher education this chapter begins with an overview of key theoretical perspectives on adult learning including andragogy, self-directed learning theory, experiential learning theories, transformative learning theories, and critical perspectives on adult learning. Next, it discusses adult learner characteristics, including adult learner motivations for entry or reentry into higher education, as well the intrinsic, extrinsic, and integrated motivations for learning that serve as a key factor in their academic success once enrolled. The chapter moves on to discuss the simultaneous life roles that distinguish adult learners from most traditional-age college students, noting that in addition to the role strain and role conflict that have frequently been described, engagement in family and work roles can also provide sources of motivation and support. Next, the chapter considers how these factors and others impact the development of student identity for adults and the important roles faculty and institutions can play in this development. In closing, the chapter looks at those characteristics of adult learners that have been positively associated with their achievement in college, including self-efficacy and resilience.
