Gil Vertongen, Françoise du Viron, Kristel Vignery and Frédéric Nils
Using an integrative approach to predict adult students’ achievement in university programs, 37 predictors were identified within the literature on academic success among traditional and adult students. These predictors were classified into four categories and tested using a questionnaire survey on a sample of 824 participants. Measured outcomes consisted in two dichotomized variables: objective (success or failure) and subjective (perceived impact) achievement. Logistic regression analyses showed that only emotional engagement predicted both types of achievement. Enrolment in a master degree (rather than a bachelor), staggering procedures, previous experience in continuing education, past academic success, self-efficacy beliefs and extracurricular activities positively influenced objective achievement. On the other hand, high self-regulated learning, positive perceptions of teachers care for contextualised learning, high utility value, good academic integration, low perceived cost value and low perceived self-esteem obstacles were the most powerful predictors of subjective achievement. These results highlight the importance of considering personal, psychological and environmental predictors in modelling adult university achievement.