ample, Papalia and Olds (1992) have noted that adult learners tend to be more anxious and less self-confident than younger students.
In addition, they often have special practical problems such as fitting classes into busy schedules and juggling course work with parenting activities and/or their job schedules. Adult learners can also experience difficulties getting to class and their friends and family may not be supportive of their educational endeavors.
It is for reasons such as these that institutions offering adult education classes attempt to determine program content that will be relevant to adult life goals and personalities (Klimoski, 1991). In terms of adult learners receiving their education classes in in-house situations (places of business), there are often attempts to include, in both goal statements and course design, activities that integrate the occupational and personal development needs with the mission and goals of the organization (Klimoski, 1991).
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