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ERIC Number: ED552219
Record Type: Non-Journal
Publication Date: 2013
Pages: 459
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-4713-0
Multiple Measurements Regarding the Competence of the Andragogical Learner
Boone, Timothy Keith
ProQuest LLC, Ed.D. Dissertation, Walden University
Evidence suggests that many adult learners have not developed the competencies needed to fully function effectively in today's society. Questions remain, however, on the levels of influence exerted on self-direction and motivation among this population. The purpose of this correlational study using a multiple measurements assessment approach was to learn about the degree of motivation and self-direction evidenced by adult learners at a small, private liberal arts institution in the southeastern United States. The approach was grounded in humanistic and constructivistic philosophies foundational to Knowles's andragogical learning. The research questions explored the usefulness of measuring motivation and self-direction formatively, with an application of these concepts to an andragogical approach. Fifty-eight learners participated in a single quantitative application of 3 psychometric self-assessment measurements: the Self-Directed Learning Readiness Scale-A, Motivated Strategies for Learning Questionnaire, and the Academic Motivation Scale. Correlational matrices of Pearson's product moment and point biserial, multiple analyses of variance, and multiple analyses of covariance were used. The composite means data obtained from the aggregate subscales and total scales indicated high average means for intrinsic ("M" = 5.7) and extrinsic motivation ( "M" = 6.2), and higher self-direction scores ("M" = 3.7) for increasing class rank levels, but these means were not statistically significant for the participant group ("N" = 58). These findings were consistent with the literature for adult learners, partially supporting Knowles's assumptions of high intrinsic motivation and self-direction. Total transformation of the adult learner leads to a reflective and active social cognizance and positive change in society as a whole. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Academic Motivation Scale; Motivated Strategies for Learning Questionnaire; Self Directed Learning Readiness Scale