Analysis of the Motivational Orientations of Adult Education Graduates in Off-Campus Credit Programs.

Autor/in	Gordon, Howard R. D.
Titel	Analysis of the Motivational Orientations of Adult Education Graduates in Off-Campus Credit Programs.
Quelle	(1992), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Access to Education; Adult Education; Extension Education; Higher Education; Learning Motivation; Masters Degrees; Nontraditional Education; Nontraditional Students; Professional Development; School Holding Power; Student Motivation + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Erweitertes Bildungsangebot; Hochschulbildung; Hochschulsystem; Hochschulwesen; Motivation for studies; Lernmotivation; Non-traditional education; Alternative Erziehung; Schulische Motivation
Abstract	A study investigated adults' motivation for participating in Marshall University's off-campus credit education program in adult education. The 38 respondents (56 percent of those contacted) received their master's degrees during 1982-1992. Ninety-five percent of the respondents were white, and 5 percent were African-American. Seventy-four percent were female. More than 90 percent were employed full time as they took courses. A mailed questionnaire asked subjects to report how much each of six factors (from the Education Participation Scale) motivated them to complete their programs. The factors were social contact, social stimulation, professional advancement, community service, external expectations, and cognitive interest. Each factor could be rated either 1 for "no influence," 2 for "little influence," 3 for "moderate influence," or 4 for "much influence." The two factors rated highest as motivators were professional advancement and cognitive interest. Community service was rated next highest as a motivator. The other factors, in descending order of influence, were external expectations, social contact, and social stimulation. (11 references) (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC