Date of Award
5-1-2026
Document Type
Dissertation
Degree Name
Ph.D. in Higher Education
First Advisor
Phillis George
Second Advisor
Whitney Webb
Third Advisor
Patrick Perry
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This qualitative study examined the academic support systems and motivational factors influencing adult learners in Mississippi who are enrolled in or consider enrollment in the University of Mississippi High School (UMHS) online diploma program. Grounded in Self-Determination Theory (Deci & Ryan, 2000), the research examined how autonomy, capability, and connection influence adult learners’ motivation to return to and persist in education after periods of interruption.
By conducting semi-structured interviews with five adult learners aged 27 to 51, the study revealed the real-life experiences and challenges that shape their educational journeys. The findings showed that participants’ initial withdrawals from high school were rarely due to academic struggles but rather to external challenges such as financial hardship, caregiving responsibilities, health issues, or mental health concerns. Returning to education as adults represented not only a rational effort to improve career prospects but also a deeply personal pursuit of self-worth, a sense of closure, and regenerative confidence.
Five major themes emerged: (1) Leaving School to Survive, highlighting life crises that forced early withdrawal; (2) Returning to Learn, reflecting the intersection of practical goals and emotional healing; (3) Flexibility as the Foundational Requirement for Adult Success, emphasizing the need for individualized instruction and flexible pacing; (4) Building Program Support System for the Adult Learner, illustrating the motivational impact of empathy and encouragement; and (5) Empowering Adult Learners Through Accessible and Supportive Technology, identifying how accessible, user-friendly platforms can empower rather than alienate adult learners.
In summary, the study suggests that online education for adults works best when it is adaptable, concerned, and focused on the needs and experiences of the learners themselves. Adult learners thrive when programs recognize their complex lives and provide responsive academic, emotional, and technological support. These insights underscore the importance of designing online high school systems that not only grant access to education but also restore agency, resilience, and hope for adults seeking a second chance at success.
Recommended Citation
Helal, Reham, "Exploring Academic Support and Motivation Among Current and Prospective Adult Learners in Mississippi Pursuing A Diploma Through the University of Mississippi Online High School Program" (2026). Electronic Theses and Dissertations. 8829.
https://egrove.olemiss.edu/etd/8829