Prediction of Participation in Continuing Professional Education: A Test of Two Behavioral Intention Models

Yang, Baiyn; Blunt, Adrian; Butler, Ray S.

doi:10.1177/074171369404400203

Cited by 28 publications

(27 citation statements)

References 17 publications

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“…Better yet, the studies that employ social psychological perspectives often examine both participation and non-participation , examples of which include the studies of Southern (1980), Waldon (1985), Pryor (1990) and Yang et al (1994). However, studies of such perspectives are still scarce.…”

Section: Social Norms and Pressurementioning

confidence: 96%

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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: Social Norms and Pressurementioning

confidence: 96%

“…Stalker (1993) has revealed the involuntary aspect of participation brought about by social pressure for norms compliance in the workplace. Empirical tests on subjective norms (social pressure) and personal norms (felt obligations) have been conducted by Pryor (1990), and Yang et al (1994), among others.…”

Section: Social Norms and Pressurementioning

confidence: 99%

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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“…Research has suggested that attitude plays an important role in predicting participation (Pryor 1990, Yang et al 1994. Here attitude toward education is defined as adults' mental tendency that is expressed by evaluating organized education activity with some degree of favour or disfavour (Eagly and Chaiken 1993).…”

Section: Conceptualization and Variable Specificationsmentioning

confidence: 99%

“…More recent approaches to the study of participation investigated the effects of adults' attitude toward education. It has been suggested that attitude is one of the important predictors of participation (Darkenwald and Hayes 1988, Pryor 1990, Yang et al 1994.…”

Section: Major Approaches and Theories Of Participationmentioning

confidence: 99%

Longitudinal study of participation in adult education: a theoretical formulation and empirical investigation

Yang

1998

International Journal of Lifelong Education

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“…Battle und Wigfield 2003 (Seidel 1983) Nicht explizit enthalten Interesse, Neugier Theory of Planned Behavior (Pryor 1990;Yang et al 1994) Erwartete Handlungsfolgen…”

Section: Wertüberzeugungen Im Weiterbildungskontextunclassified

Warum (nicht) an Weiterbildung teilnehmen?

Gorges

2015

Z Erziehungswiss

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Zusammenfassung Lebenslanges Lernen ist ein wichtiger Erfolgsfaktor für wirtschaftliche, gesellschaftliche und individuelle Entwicklung. Der Motivation erwachsener Lerner, sich lebensbegleitend an Weiterbildung zu beteiligen, kommt dabei eine besondere Bedeutung zu. Trotz zahlreicher Forschungsarbeiten zu Fragen der Weiterbildungsmotivation mangelt es bislang an einem theoretischen Rahmenmodell, in das vorliegende Studien integriert und darauf aufbauend Desiderate für zukünftige empirische Untersuchungen identifiziert werden könnten. In diesem Beitrag wird das in der pädagogisch-psychologischen Forschung bewährte Erwartungs-Wert-Modell von Eccles und Kollegen als geeigneter theoretischer Rahmen vorgestellt und ausgewählte Erklärungsmodelle und Befunde zur Weiterbildungsbeteiligung in das Modell eingeordnet. Darauf aufbauend wird das Potential erwartungs-wert-theoretischer Untersuchungen für die Weiterbildungsforschung skizziert und aufgezeigt, inwiefern durch einen Rückgriff auf dieses Modell eine Verknüpfung der schul-und erwachsenenpädagogischen Forschung realisiert werden könnte.Schlüsselwörter Weiterbildung · Erwachsenenbildung · Motivation · Erwartungs-Wert-Theorie · Subjektiver Aufgabenwert · Weiterbildungsbeteiligung Why (not) participate in further education? Adult Learnersʼ motivation from an expectancy-value perspectiveAbstract Lifelong learning is a critical success factor for economic, societal and individual growth. Adult's motivation to learn is especially important as a prerequi-10 J. Gorges 1 3 site for individuals' ongoing engagement in adult and further education. However, although numerous studies address individuals' motivation to participate in further education, research in further education still lacks a comprehensive theoretical framework to integrate existing findings and identify starting points for future empirical investigations. This paper proposes Eccles' expectancy-value model, which has proven itself in many empirical studies within educational psychology, as a suitable theoretical framework to address adults' motivation to participate in further education. To support this claim, theoretical models and empirical evidence regarding adults' participation in further education are integrated within the expectancy-value framework. In addition, the present paper outlines the potential of an expectancyvalue approach to adults' motivation to participate in further education and suggests ways to link school-based and further education research.

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Prediction of Participation in Continuing Professional Education: A Test of Two Behavioral Intention Models

Cited by 28 publications

References 17 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

Longitudinal study of participation in adult education: a theoretical formulation and empirical investigation

Warum (nicht) an Weiterbildung teilnehmen?

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