"Motivational Orientations of Adults in University and Post-Secondary T" by Breda Murphy Bova
 

Teacher Education, Educational Leadership & Policy ETDs

Publication Date

11-15-1979

Abstract

The purpose of this study was twofold. One purpose was to analyze the Educational Participation Scale factor patterns derived from a sample of adult education participants from the University of New Mexico, the Albuquerque Technical-Vocational Institute, and the Division of Continuing Education in order to contribute additional reliability and validity data to the instrument. The second purpose was to determine if there were any significant differences in expressed reasons for participation when adult learners were categorized by different age, sex, institutions, level of educational attainment, and occupational groupings. The procedures for this research included an examination of literature focusing on texts, journals, and periodicals by authorities in the field of adult education motivation as well as an examination of literature in the field of adult growth and development. The sample for the study was obtained from late afternoon and evening classes at the University of New Mexico, the Division of Continuing Education, and the Albuquerque Technical-Vocational Institute. Data were collected by means of the Educational Participation Scale which included demographic variables of age, sex, occupation, and highest level of education and 48 survey questions concerning reasons for participation in adult education classes. Data were collected in the mid-semester of fall 1978. The Educational Participation Scale was then factor analyzed and five scales were developed:

1. Social Relationships

2. Professional Advancement

3. Social Welfare

4. Escape/Stimulation

5. Cognitive Interest

Fifteen hypotheses were developed and tested by 10 three-way analyses of variances and 5 two-way analyses of variances. In this study the Educational Participation Scale yielded factor patterns that resembled quite closely those produced in the Morstain and Smart (1976) study in New Jersey and Boshier's (1971) study in Vancouver. There was a great deal of similarity in the factor patterns across the three samples of adult education participants. Furthermore, in terms of the reliability of the Educational Participation Scale scales, the high coefficient alphas reported for each scale in this study is additional evidence which is consistent with the high coefficient alphas of the Morstain and Smart (1976) study as well as the high test/retest coefficients of Boshier's (1971) study. Results of the study also indicated that two important stages of the life cycle, stage 1, 18-22 years of age and stage 5, 41 to 45 years of age were found to be significant with respect to why adults participate in adult education classes. These are both transition periods, the early adult transition and mid-life transition. Subjects in these two stages scored significantly higher on the Social Relationships Scale, the Social Welfare Scale, the Escape/Stimulation Scale, and the Cognitive Interest Scale. The study also indicated that motives for student participation cannot be inferred simply on the basis of course content. This was shown by subjects at the University of New Mexico scoring significantly higher on the Professional Advancement Scale than subjects at the Albuquerque Technical-Vocational Institute in similar courses.

Document Type

Dissertation

Language

English

Degree Name

Secondary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Sigmund Andrew Mierzwa, Jr.

Second Committee Member

Robert Harold White

Third Committee Member

Roderic L. Wagoner

Fourth Committee Member

Stephen Gregory Bowes

Fifth Committee Member

Rupert Amarante Trujillo

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