| The purpose of this heuristic study was to develop a better understanding of the essence of what it means to be an adult with a negative academic self-concept. The study, based on the experiences of nine adult students as well as the primary researcher, focused on the past and present experiences of negative self-concept in the academic setting as experienced by these students. The primary research question explored was, "How do adult learners perceive and describe their experience of negative academic self concept?" The heuristic methodology comprised six phases including self-reflection on the research question, immersion in the topic and question through a review of the literature and observation, periods of incubation when one's tacit dimension and intuition are elicited for clarification of findings followed by periods of illumination when consciousness is raised and creative discoveries were made, explication of heuristic theory and methodology to depict the experience of research participants, and a creative synthesis of the data to portray the core themes of the experience.; The interpreted data from the interviews centered on the following common themes including: (1) instructors and/or counselors are a key contributor to academic self-concept; (2) lifestyle issues directly and/or indirectly affect academic self-concept; (3) the need to fit in with others affects academic self-concept; (4) self-concept is based on comparison with others and self-awareness; (5) finding meaning and relevance is important to adults' transitions from negative to positive self-concepts; (6) taking tests, being timed, or learning at a fast pace is often stressful for adults with a negative academic self-concept; (7) achievement is positively related to academic self-concept; and (8) many adults with a negative academic self-concept strive to help others or serve as a testament to others with similar problems.; Implications of the study for teachers, educational programs, parents and adult students are discussed. Suggestions for future research include learning more about teacher-student interactions and relationship-building, academic self-concept for underachievers and overachievers, success of intervention techniques for test-taking anxiety, and the importance of serving to one's academic self-concept. |
