At-risk learners frequently become discouraged when they encounter educational environments that they perceive as noncaring, unwilling to respond to or understand their unique attributes, and/or unable to accommodate their special learning needs. Consequently, students can become increasingly alienated. Strategies focused on the attitude-related traits of students are considered crucial to at-risk student retention efforts. This research provides a literature review and a conceptual model for addressing motivation-related factors and issues which impact at-risk learners in postsecondary vocational education programs.
MDS-058 / June 1992