Recruiting and retaining adult students in continuing professional education

Pryor, Brandt W.

doi:10.1002/ace.36719894106

Cited by 1 publication

(1 citation statement)

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“…Surveys measuring attitudes to education Ray (1981) investigated three variables from the theory of reasoned action (TRA) (estimated attitude, subjective feeling, and personal sense) as providing evidence of the intention to participate in an activity and found that they explain only 10% of the variance of intention, no more than those Anderson and Darkenwald (1979) had found for the influence of demographic data. Pryor (1989) applied the theory to medical doctors and concluded that this factor explains more than 41% of the variance of intention to participate. Later the same researcher (Pryor, 2006) showed how to manage the information gathered from primary research, for example primary data from interviews with adult learners.…”

Section: The Importance Of Measuring Attitudes In Adult Educationmentioning

confidence: 99%

Measuring the Attitudes of Adult Learners: A First Application of RAACES in Greece

Stamouli

Valkanos

Economou

2010

Journal of Adult and Continuing Education

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This article made use of the model ‘Revised adult attitudes toward continuing education scale’ (RAACES) to investigate the attitudes of adult learners in Vocational Training Centers (VTC/KEK) in Greece. The work aims to confirm the scale-measuring attitudes of adults resulting from the adoption of the RAACES model. Based on the results of the investigation in which we conducted 100 interviews with adults trained in the use of VTC (KEK), with a structured questionnaire of closed questions, the results of factorial analysis (factor analysis) suggest the existence of three dimensions read through the nine items of the RAACES model. Finally, the empirical results are discussed and suggestions for practical implementation are proposed.

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Section: The Importance Of Measuring Attitudes In Adult Educationmentioning

confidence: 99%