Thesis--Münster (Westf.). / Vita. Includes bibliographical references (p. 224-230).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study investigated the extent to which motivational characteristics influence an adult's decision to engage in an education program. The purpose of the study was to determine the efficacy of a growth-deficiency model of motives for participation in adult education programs, and to determine the concurrent validity of the Education Participation Scale as a measure of growth or deficiency motivation. Few theoretical models have been developed to explain why people participate in adult education courses. Combining adult life cycle concepts, Maslow's motivational concepts, and research by Boshier, a growth-deficiency model of motives for participation was described. Growth or deficiency motivation was hypothesized as being associated with continuous or sporadic participation in adult education. It was also hypothesized that the age or stage of the life cycle and the socio-economic status of participants are associated with growth or deficiency motivation. The model was tested with 240 Richmond adult education participants. Subjects completed a socio-demographic questionnaire, the Eysenck Personality Inventory, (E.P.I.) the Seif- Actualizing Values (S.A.V.) subscale of the Personal Orientation Inventory, (P.O.I.) and the revised Education Participation Scale, (E.P.S.). E.P.S. data was subject to factor analysis and orthogonal rotation with six factors being produced. E.P.I. Neuroticism scores, S.A.V. scores, and E.P.S. factor scores were related through correlation and analysis of variance to variables such as age, participation index, educational attainment, occupational status, personal and family income, course content, marital status and sex. The results indicate that continuous learners tended to be growth motivated while sporadic learners tended to be deficiency motivated. Older participants, in comparison to younger participants, were growth motivated while younger participants were deficiency motivated. High socio-economic status participants tended to be growth motivated while low socio-economic status participants tended to be deficiency motivated. The findings generally confirm the growth/ deficiency model, but further research is required to clarify the motivational orientations of adults, 55 years of age and older, as an insufficient number of older adults were represented in the sample. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (Ph. D.)--University of Wisconsin, 1967. / Extension Repository Collection. Typescript (photocopy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 211-217).

In 1961, Cyril O. Houle, Professor of Education at The University of Chicago, conducted a qualitative study on why adults return to adult education classes. This study was the first of many studies to be conducted in the last twenty-six years. Most of the motivational research flows from Houle's three factor typology. This typology describes the motivations for adults returning to education as either "goal" oriented, "activity" oriented or "learning" oriented. Studies conducted since Houle's, by Sheffield, Burgess, Boshier and others have identified more orientations than did Houle. Boshier (1971) developed the Education Participation Scale (EPS) to identify the orientations of adults returning to adult education classes. This study used the EPS to determine if the orientation of ninety-nine adults enrolled in an adult education program in Northeast Indiana, compared to the orientations of adults who have taken the EPS worldwide. Five of the participants of the adult education program were interviewed over a five month time period to obtain their judgments on why adults return to formal educational settings. These interviews were analyzed for trends, themes and similarities and differences in the content.Findings1. The ninety-nine participants taking the EPS did differ from those participants who had taken the EPS worldwide.2. There were no topics raised in interviews that differed from the topics present in the EPS or existing factors in the EPS.3. Four of the five participants interviewed generally fit Houle's (1961) definitions of "goal" oriented adults. One participant fit Houle's definition of a "learning" oriented adult.Conclusions1. Although the interview data brought about no specific conclusions there were recommendations for further study in the area of motivational orientations of adult students.

Thesis (M.A.)--Eastern Illinois University, 2001. / Includes bibliographical references (leaves 50-53).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Florida, 1987. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 94-99).

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 162-168).