Abstract: Post-traditional learners frequently experience elevated academic stress due to competing work, family, and financial responsibilities, which can undermine persistence in higher education. Grounded in logotherapy, this study examined whether meaning-centered teaching (MCT) predicts perceived academic stress (PAS) and intent to persist (IP), and whether PAS mediates the relationship between MCT and IP. A quantitative, non-experimental correlational design was employed using survey data from 200 post-traditional learners enrolled in undergraduate and graduate programs. Reliable Likert-type instruments were used to measure MCT, PAS, and IP. Data were analyzed using descriptive statistics, Pearson correlations, hierarchical multiple regression, and regression-based mediation analysis with bootstrapped confidence intervals. Results indicated that meaning-centered teaching was significantly associated with lower perceived academic stress (r = −.42, p < .01) and higher intent to persist (r = .49, p < .01). Hierarchical regression analyses demonstrated that MCT significantly predicted PAS after controlling for demographics (PAS = β₀ − .42·MCT + ε; ΔR² = .17, p < .001) and IP (IP = β₀ + .49·MCT + ε; ΔR² = .24, p < .001), reflecting medium-to-large effect sizes. Mediation analysis supported a partial mediation model in which MCT reduced PAS (a = −.51, p < .001), PAS negatively predicted IP (b = −.36, p < .001), and the indirect effect was significant (ab = .18, 95% CI [.11, .27]), while the direct effect remained significant (c′ = .39, p < .001). These findings indicate that meaning-centered teaching functions as both a motivational and stress-buffering pedagogical mechanism for post-traditional learners. By integrating logotherapy with persistence and instructional research, this study advances a meaning-based explanation of persistence and identifies meaning-centered pedagogy as a practical, evidence-based strategy for improving retention among adult learners.
Keywords: logotherapy, meaning-centered teaching, post-traditional learners, academic stress, persistence, higher education pedagogy.
Title: Meaning-Centered Teaching: Integrating Logotherapy into Higher Education Pedagogy to Improve Persistence Among Post-Traditional Learners
Author: David Bull
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 1, January 2026 - March 2026
Page No: 14-33
Research Publish Journals
Website: www.researchpublish.com
Published Date: 12-January-2026
