Predicting Intention to Complete and Learning Outcomes in a Sample of Adult Learners

Aims: This research investigates the relationship between Self-Esteem and completion/non-completion of tertiary qualifications for a sample of New Zealand adults, and explores the factors that may predict intent and learner outcome for these students.
Study Design: A descriptive and correlational research design.
Place and Duration of Study: Corporate Academy Group, a Private Training Establishment located in a low socio-economic area, Manukau City, New Zealand, between August 2009 and April 2010.
Methodology: The Theory of Planned Behavior was used to assess intent to achieve, and was extended to include the Rosenberg Self-Esteem Scale as a measure of Self-Esteem. Adult students (n = 211), 115 females and 96 males aged between 15 and 65, were assessed for intent to achieve and actual outcome (completers vs. non-completers).
Results and Discussion: Participant’s reports of attitude, perceived behavioral control and subjective norm, within the Theory of Planned Behavior, sufficiently predicted their intention to complete the course of study, and this prediction was significantly improved with the addition of their reported Self-Esteem level (P < .05). Furthermore, Rosenberg Self-Esteem Scale scores successfully predicted actual learner outcome, that is, completion or non-completion of the course, and was the only variable to do so (P < .05). Additionally, individual’s Self-Esteem levels were found to increase across two measurement points (t(205) = 4.59, p < .01), upon first enrolment and at the terminus of the training program.
Conclusion: Results indicate the value of using Theory of Planned Behavior and Self-Esteem measures to predict a student’s intention to complete their course of study and potentially their successful completion of that course. These findings offer an opportunity for future research into the prediction of learner outcomes using the Theory of Planned Behavior and Self-Esteem, and the ability of learning establishments to mitigate risk of non-achievement for the adult learner.