What Makes Adult Learners Persist in College? An Analysis Using the Nontraditional Undergraduate Student Attrition Model

This research examines the factors influencing drop out among adult college students. As the traditional-age student population (ages 19–24) declines, the older, part-time, adult learners have emerged as a critical enrollment demographic for higher education institutions. These learners often pursue higher education for career advancement, re-skilling, or re-employment. However, many encounter difficulties in sustaining their academic engagement due to low motivation, limited basic learning skills, or external constraints. Despite the growing presence of adult learners in Korean universities, limited research has analyzed drop-out factors within this specific context. To address this gap, this study applies Bean and Metzner’s nontraditional undergraduate student attrition model, using data from the Korean Educational Longitudinal Study (KELS). It investigates how background characteristics, academic variables, environmental factors, and academic and psychological outcomes influence the drop out of adult learners. The findings reveal that academic variables significantly impact drop-out intentions, while student engagement and social integration show minimal effects. These results offer valuable theoretical insights and practical implications for enhancing adult learner retention in higher education.