{"id":127328,"date":"2020-08-11T18:05:14","date_gmt":"2020-08-11T22:05:14","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/academic-success-advising-the-impact-on-non-traditional-undergraduate-adult-learners-2\/"},"modified":"2020-08-11T18:05:13","modified_gmt":"2020-08-11T22:05:13","slug":"academic-success-advising-the-impact-on-non-traditional-undergraduate-adult-learners-2","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/academic-success-advising-the-impact-on-non-traditional-undergraduate-adult-learners-2\/","title":{"rendered":"Academic success advising: The impact on non-traditional undergraduate adult learners"},"content":{"rendered":"<p>Cette \u00e9tude a examin\u00e9 l&#8217;impact de la r\u00e9ussite scolaire de conseiller et de son impact sur les apprenants adultes de premier cycle non traditionnels. Le but de cette \u00e9tude \u00e9tait de d\u00e9terminer quels facteurs et caract\u00e9ristiques jouent un r\u00f4le dans des conseillers p\u00e9dagogiques qui aident les apprenants adultes \u00e0 atteindre la r\u00e9ussite du programme. La r\u00e9ussite scolaire (GPA), la satisfaction des \u00e9tudiants, et la prise de d\u00e9cision acad\u00e9mique ont \u00e9t\u00e9 analys\u00e9es et examin\u00e9es pour voir s&#8217;il y avait une diff\u00e9rence significative entre les deux groupes d&#8217;apprenants adultes. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cette \u00e9tude a examin\u00e9 l&#8217;impact de la r\u00e9ussite scolaire de conseiller et de son impact sur les apprenants adultes de premier cycle non traditionnels. Le but de cette \u00e9tude \u00e9tait de d\u00e9terminer quels facteurs et caract\u00e9ristiques jouent un r\u00f4le dans des conseillers p\u00e9dagogiques qui aident les apprenants adultes \u00e0 atteindre la r\u00e9ussite du programme. La r\u00e9ussite scolaire (GPA), la satisfaction des \u00e9tudiants, et la prise de d\u00e9cision acad\u00e9mique ont \u00e9t\u00e9 analys\u00e9es et examin\u00e9es pour voir s&#8217;il y avait une diff\u00e9rence significative entre les deux groupes d&#8217;apprenants adultes. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[436],"class_list":["post-127328","reference","type-reference","status-publish","hentry","reference-type-white-paper"],"acf":{"citation":"Garner, C. (2019). Academic success advising: The impact on non-traditional undergraduate adult learners. Doctoral Dissertation. Nashville, TN: Trevecca Nazarene University. 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