Examining Motivation to Participate in Continuing Education: An Investigation of Recreation Professionals

Ray, Robert O.

doi:10.1080/00222216.1981.11969467

Cited by 18 publications

(12 citation statements)

References 3 publications

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“…Ray (1981) and Mezirow (1991) postulate that adults, in making sense of their life experiences, have attained and formed certain perceptions of themselves, their abilities and their everyday social life world around them. Personal dispositions are perceptions of the self' s strengths and weaknesses.…”

Section: Personal Dispositions Attitudes and Beliefsmentioning

confidence: 98%

“…Personal attitudes are the personal value perception of CPE and the perception of whether workers need to continue to study (Cross 1981). Personal beliefs are perceptions of the outcome consequences (Ray 1981) of CPE in enhancing knowledge acquisition, communication skills acquisition, skills application, selfpotentials discovery, job performance, and job change. These beliefs are based on personal experience and information.…”

Section: Variablesmentioning

confidence: 99%

Section: Personal Dispositions Attitudes and Beliefsmentioning

confidence: 99%

“…Cross (1981) has postulated that learners must have a certain degree of self-con® dence and a positive attitude to learning for them to engage in formal education, and that`negative evaluation of personal ability' and`poor performance in prior education' are dispositional barriers. Attitudes are the value perceptions of education; and beliefs are the perceptions of the outcome consequences of education (Cross 1981, Mezirow 1991, Ray 1981.A person' s beliefs are formed by the information a person has regarding any object. It is`the consequence of the action, or behaviour, (that) provides feedback to the individual reinforcing belief in that object, which further re® nes attitudes in a continuous process of evaluation' (Ray 1981 : 68).…”

mentioning

confidence: 99%

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Discriminating participants and non-participants in continuing professional education: the case of teachers

Mok¹,

Kwon²

1999

International Journal of Lifelong Education

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There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are signi® cant and meaningful in distinguishing the two teacher groups and in predicting participation status. IntroductionAdult participation in education has been postulated with a good number of variables, which are well set in models and perspectives. However, the various perspectives have seldom been simultaneously examined in single studies. In addition, non-participation has not been de® ned su ciently precise to enable replication in empirical studies or explication in theoretical frameworks. Pryor (1990) remarks that the testing of inclusive models ± the examination of several perspectives in one study ± has been di cult due to practical problems. Nonetheless, some recent empirical studies have started down this path, and they indicate that contrasting perspectives is worth pursuing in participation studies.Despite such precedent studies, the trend has not been followed strongly or explicitly. Usually, only a few variables of one or two perspectives are adopted in single studies. With the increasing number of perspectives keyed into studying participation, it is an appropriate time to weigh the relative signi® cance of diOE erent perspectives in the participation as well as non-participation of adults in education. 506 yan fung mok and tsz man kwong participants in continuing professional education (CPE). The study examines perspectives from the ® elds of psychology, sociology and social psychology. Although the study does not attempt to investigate the explanatory functions of the perspectives, it reveals the power of the major perspectives in distinguishing between participants and non-participant s and in predicting participation. Literature reviewParticipation studies in adult education involve several major perspectives. The following text sets forth a review of the factors of these perspectives, namely motivations and deterrents, demographic and socio-economi c characteristics, personal disposition, attitudes, beliefs and social norms and pressure. Motivations and DeterrentsThe motivations-deterrent s perspectives have long been established in delineating participation and non-participation (Mill...

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Section: Personal Dispositions Attitudes and Beliefsmentioning

confidence: 98%

Section: Variablesmentioning

confidence: 99%

Section: Personal Dispositions Attitudes and Beliefsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Discriminating participants and non-participants in continuing professional education: the case of teachers

Mok¹,

Kwon²

1999

International Journal of Lifelong Education

View full text Add to dashboard Cite

show abstract

“…For instance, Robert Ray has researched education of older adults and the professional development of those who provide services to older adults. Ray assessed motivations of individuals to attend and participate in continuing education activities based upon Fishbein's concepts of belief (16,17). Prior participation, external rewards or incentives to attend, and personal valuation of the activity were the variables that best determined motivation to participate in continuing education.…”

Section: Ray Apps 61mentioning

confidence: 99%

Research at the University of Wisconsin-Madison. Notes from the department of continuing and vocational education

Ray

Apps²

1982

J. Contin. Educ. Health Prof.

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Recruiting and retaining adult students in continuing professional education

Pryor¹

1989

New Dir Adult Contin Educ

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Examining Motivation to Participate in Continuing Education: An Investigation of Recreation Professionals

Cited by 18 publications

References 3 publications

Discriminating participants and non-participants in continuing professional education: the case of teachers

Discriminating participants and non-participants in continuing professional education: the case of teachers

Research at the University of Wisconsin-Madison. Notes from the department of continuing and vocational education

Recruiting and retaining adult students in continuing professional education

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