AN INVESTIGATION OF ADULT LEARNER CHARACTERISTICS AND THEIR RELATIONSHIP TO REASONS FOR PROGRAM PARTICIPATION AND PROGRAM COMMITMENT IN HIGHER EDUCATION (MOTIVATION ORIENTATION).
Contributors: Wayne State University.
Published: 1991
Number of pages: 133
Subjects: Health Sciences, Nursing.; Education, Higher.; Education, Curriculum and Instruction.; Education, Adult and Continuing.
Description: Adult learners are returning to the academic setting in response to personal or professional needs. Knowledge of the unique characteristics of the adult learner provides direction to administrative and academic planning that will have a positive influence on recruitment, admission and retention of the adult learners in higher education. The purpose of the study was to determine the relationship between selected learner characteristics, reasons for program participation, and the subsequent effects on program commitment. The respondents were 202 Registered Nurses enrolled in a RN Completion Program. Data was collected by a mailed survey and record review.

The following conclusions were drawn: (1) There was no significant difference between the RN student and the adult learner for reasons of program participation in comparison to the general population. However, there was a variation of the means for professional advancement and cognitive interest in comparison to the norm means from the Education Participation Scale by Robert Boshier. (2) Registered Nurses from associate degree programs and not working full-time were more likely to enroll for reason of community service. (3) The white RN student, working full-time, was more likely to be influenced by external expectations for reasons of program participation than the minority student. (4) The older student was more likely to be influenced by cognitive interest for reason of program participation than the younger student. (5) The student committed to the program took a minimum of 12 hours credit in the first year of enrollment without an interruption.

Demographic characteristics were significant in relationship to reasons for program participation and program commitment. However, reasons from program participation were found to be poor indicators for predicting an outcome.
Notes: Source: Dissertation Abstracts International, Volume: 52-04, Section: B, page: 1952.

Thesis (ED.D.)--WAYNE STATE UNIVERSITY, 1991.

School code: 0254.