محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| التنسيق: | Recurso digital |
| اللغة: | الإنجليزية |
| منشور في: |
Zenodo
2026
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://doi.org/10.5281/zenodo.18218938 |
| الوسوم: |
إضافة وسم
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جدول المحتويات:
- <p><strong><span lang="EN-US">Abstract:</span></strong><span lang="EN-US"> <span>Post-traditional learners frequently experience elevated academic stress due to competing work, family, and financial responsibilities, which can undermine persistence in higher education. Grounded in logotherapy, this study examined whether meaning-centered teaching (MCT) predicts perceived academic stress (PAS) and intent to persist (IP), and whether PAS mediates the relationship between MCT and IP. A quantitative, non-experimental correlational design was employed using survey data from 200 post-traditional learners enrolled in undergraduate and graduate programs. Reliable Likert-type instruments were used to measure MCT, PAS, and IP. Data were analyzed using descriptive statistics, Pearson correlations, hierarchical multiple regression, and regression-based mediation analysis with bootstrapped confidence intervals. Results indicated that meaning-centered teaching was significantly associated with lower perceived academic stress (<em>r</em> = −.42, <em>p</em> < .01) and higher intent to persist (<em>r</em> = .49, <em>p</em> < .01). Hierarchical regression analyses demonstrated that MCT significantly predicted PAS after controlling for demographics (PAS = β₀ − .42·MCT + ε; ΔR² = .17, <em>p</em> < .001) and IP (IP = β₀ + .49·MCT + ε; ΔR² = .24, <em>p</em> < .001), reflecting medium-to-large effect sizes. Mediation analysis supported a partial mediation model in which MCT reduced PAS (a = −.51, <em>p</em> < .001), PAS negatively predicted IP (b = −.36, <em>p</em> < .001), and the indirect effect was significant (ab = .18, 95% CI [.11, .27]), while the direct effect remained significant (c′ = .39, <em>p</em> < .001). These findings indicate that meaning-centered teaching functions as both a motivational and stress-buffering pedagogical mechanism for post-traditional learners. By integrating logotherapy with persistence and instructional research, this study advances a meaning-based explanation of persistence and identifies meaning-centered pedagogy as a practical, evidence-based strategy for improving retention among adult learners.</span></span></p> <p><strong><span lang="EN-US">Keywords:</span></strong><span lang="EN-US"> logotherapy, meaning-centered teaching, post-traditional learners, academic stress, persistence, higher education pedagogy.</span></p> <p><strong><span lang="EN-US">Title:</span></strong><span lang="EN-US"> Meaning-Centered Teaching: Integrating Logotherapy into Higher Education Pedagogy to Improve Persistence Among Post-Traditional Learners</span></p> <p><strong><span lang="EN-US">Author:</span></strong><span lang="EN-US"> David Bull</span></p> <p><strong><span lang="EN-US">International Journal of Social Science and Humanities Research<span> </span></span></strong></p> <p><strong><span lang="EN-US">ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</span></strong></p> <p><strong><span lang="EN-US">Vol. 14, Issue 1, January 2026 - March 2026</span></strong></p> <p><strong><span lang="EN-US">Page No: 14-33</span></strong></p> <p><strong><span lang="EN-US">Research Publish Journals</span></strong></p> <p><strong><span lang="EN-US">Website: www.researchpublish.com</span></strong></p> <p><strong><span lang="EN-US">Published Date: 12-</span></strong><strong><span lang="EN-US">January</span><span lang="EN-US">-2026</span></strong></p> <p><strong><span lang="EN-US">DOI: <a href="https://doi.org/10.5281/zenodo.18218938">https://doi.org/10.5281/zenodo.18218938</a></span></strong></p> <p><strong><span lang="EN-US">Paper Download Link (Source)</span></strong></p> <p><strong><span lang="EN-US"><a href="https://www.researchpublish.com/papers/meaning-centered-teaching-integrating-logotherapy-into-higher-education-pedagogy-to-improve-persistence-among-post-traditional-learners">https://www.researchpublish.com/papers/meaning-centered-teaching-integrating-logotherapy-into-higher-education-pedagogy-to-improve-persistence-among-post-traditional-learners</a></span></strong></p>