Note (General)Facsm. reprint of the author's thesis (Ed.D.)--Fairleigh Dickinson University, 1988
Includes bibliographical references (p. 128-141)
Order no. 8811692
Summary: This study examined the relationship between goal orientation and persistence among adult learners in Adult Basic Education (ABE) programs. The goal orientation construct compares two dimensions: expressive goal orientation and instrumental goal orientation. Expressive goals refer to internally rewarding objectives such as becoming a better person, attaining self-confidence, and acquiring more control over one's life. Instrumental goals refer to externally rewarding objectives such as earning a higher income or obtaining a job promotion. Persistence was defined in terms of student attendance over eleven weeks. Persisters attended at least once for eight weeks and at least once during the last three weeks; nonpersisters did not meet these criteria
Summary: The sample consisted of 128 students from two ABE programs--the Trenton Learning Center and the Trenton Evening Adult High School. The study focused on English-speaking students and did not include English as a Second Language (ESL) students. Students responded to nineteen questionnaire items pertaining to their perceived goals and eight items pertaining to their demographic and academic background
Summary: A factor analysis of students' responses to goal items confirmed the validity and reliability of the goal orientation scale with respect to the instrumental and expressive constructs. Descriptive statistics as well as independent t-tests, Pearson product-moment correlations, and multiple regression analyses, with persistence as the dependent variables, were used to address the research questions
Summary: Two distinct types of students enrolled--those with an expressive goal orientation and those with an instrumental goal orientation. Expressive and instrumental goal orientations emerged as the most significant predictors of persistence among adult learners in ABE programs. Age and number of employed cohabitants had a modest, positive impact on persistence. A multiple regression analysis showed that expressiveness, instrumentality, age, and number of employed cohabitants were sufficient to predict persistence
Summary: The results indicated that students with both expressive and instrumental goals attend ABE programs. As school attendance departs from traditional pattern, it is important that adult educators recognize differences in students' goal orientations, and devise programs which will encourage students with different expectations to participate and persist
Data Provider (Database)国立情報学研究所 : CiNii Research
NCIDhttps://ci.nii.ac.jp/ncid/BB05326356 : BB05326356