Graduating competent healthcare providers to meet increasing demands of the United States leads to interest in graduate health science student success. In this study, I explored the relationship between self-regulated learning strategies and licensing exam readiness among Doctor of Chiropractic students. Two research questions asked (1) how self-regulated learning strategies vary by gender and year of study, and (2) how self-regulated learning strategies relate to licensing exam readiness. One hundred thirty-three students from five chiropractic institutions were surveyed with questions from the Motivated Strategies for Learning Questionnaire (MSLQ) and exam readiness items. A series of t-tests, one-way analyses of variance, Kruskal-Wallis H tests, and ordinary least squares (OLS) regression addressed the research questions. Results indicated (1) self-regulated learning strategies do vary by gender and year of study, and (2) self-regulation is related to licensing exam readiness, particularly in Parts I and II of the exam. Chiropractic institutions and policymakers should focus efforts on introducing and reinforcing self-regulated learning strategies throughout the curriculum and explore licensing exam implications. Future research should continue expanding the literature on chiropractic education by considering actual licensing exam performance and determining appropriateness of the MSLQ for chiropractic students.

The purpose of this phenomenological study was to explore the lived experiences of adult first-generation students through their college journey. With a conceptual framework based on student involvement and social and cultural capital theories that contribute to student persistence, retention, and graduation, this study was guided by three research questions: (1) What were the expectations and motivations of adult first-generation students when pursuing postsecondary studies after the age of 25? (2) What were the main challenges experienced by this population during their journey through college? and (3) What strategies did these students use to cope with those challenges? Five first-generation participants who started or resumed their college careers when they were 27, 34, 47, and 50 years old were interviewed in-depth. Results indicated that all participants had to search for their inner strength to pursue higher education studies and required the support of their family and social network to succeed. As a result of their rich lived experiences, these adult first-generation students showed how their strong social and cultural capital enabled them to juggle family and work responsibilities and overcome the challenges of their college experiences.