A Motivational Typology for Adults Returning to College. Summary of Proceedings of the 1980 Lifelong Learning Research Conference.

Autor/inn/en	Bertinot, Elizabeth; Maehl, William H.
Titel	A Motivational Typology for Adults Returning to College. Summary of Proceedings of the 1980 Lifelong Learning Research Conference.
Quelle	(1980), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Achievement Gains; Adult Students; Bachelors Degrees; Career Change; Enrichment; External Degree Programs; Graduate Surveys; Higher Education; Individual Development; Liberal Arts; Professional Development; Program Effectiveness; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; 'Bachelor''s degrees'; Bachelor-Studiengang; Career changes; Berufswechsel; Bereicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Schülerverhalten; Schulische Motivation
Abstract	A study explored reasons chosen by adults for returning to college and their perceptions of their attainment by reviewing the literature and surveying graduates of an off-campus degree program. Review of prior studies led to the expectation that there would be two main groups of reasons: job-related and personal enrichment. Baccalaureate degree in liberal education (BLS) graduates of the College of Liberal Studies, a unit of the University of Oklahoma, were surveyed using a specially developed BLS Program Review Questionnaire--BLS Graduates. The instrument surveyed demographic and motivational data of adult students, with two scaled questions selected for factor analysis: (1) importance of certain goals at time subject decided to obtain degree and (2) goals reached by obtaining the degree. Subparts of these questions were identifed as components of one of three factors--personal enrichment reasons, expectations of new career or degree changes, and expectations of present job changes. Results of regression analysis confirmed that those who sought one of these three specific changes reported that change as a result of participation in the degree program. A preferred explanation for this finding was that the degree program, flexible and individualistic, could respond successfully to any number of individual goals. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC