南開科技大學圖書館 |

Language: 繁體中文

說明(常見問題)

南開科技大學

圖書館首頁

編目中圖書申請

登入

回首頁 （回前一個查詢頁籤） [ subject:"Recreation." ]

切換: 標籤 | MARC模式 | ISBD

Differences in learning motivations ...

Farmer, Constance Marie.

Differences in learning motivations of professionals and nonprofessionals participating in two south Mississippi Institutes for Learning in Retirement.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Differences in learning motivations of professionals and nonprofessionals participating in two south Mississippi Institutes for Learning in Retirement./
作者:	Farmer, Constance Marie.
面頁冊數:	116 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3316.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Gerontology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3326705
ISBN:	9780549783374

Differences in learning motivations of professionals and nonprofessionals participating in two south Mississippi Institutes for Learning in Retirement.
Farmer, Constance Marie.

Differences in learning motivations of professionals and nonprofessionals participating in two south Mississippi Institutes for Learning in Retirement. - 116 p.

Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3316.

Thesis (Ph.D.)--The University of Southern Mississippi, 2008.

This study investigated the differences in learning motivations of (a) professional and nonprofessional, and (b) urban and rural members of two south Mississippi Institutes for Learning in Retirement (ILR) programs in an attempt to expand C. O. Houle's conceptual model of continuing professional education into the retirement years and to determine if the life transitions of the older adult unite the learning orientations of these subpopulations into self-actualizing (growth) motives as part of the maturation process identified y Abraham Maslow.

ISBN: 9780549783374Subjects--Topical Terms:

168436
Gerontology.

Differences in learning motivations of professionals and nonprofessionals participating in two south Mississippi Institutes for Learning in Retirement.
LDR:03146nmm 2200325 4500 001 1000005241
005 20101022142722.5
008 101022s2008 ||||||||||||||||| ||eng d
020 $a 9780549783374
035 $a (UMI)AAI3326705
035 $a AAI3326705
040 $a UMI $c UMI{me_controlnum}
100 1 $a Farmer, Constance Marie. $3 1000006545
245 1 0 $a Differences in learning motivations of professionals and nonprofessionals participating in two south Mississippi Institutes for Learning in Retirement.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3316.
500 $a Adviser: W. Lee Pierce.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2008.
520 $a This study investigated the differences in learning motivations of (a) professional and nonprofessional, and (b) urban and rural members of two south Mississippi Institutes for Learning in Retirement (ILR) programs in an attempt to expand C. O. Houle's conceptual model of continuing professional education into the retirement years and to determine if the life transitions of the older adult unite the learning orientations of these subpopulations into self-actualizing (growth) motives as part of the maturation process identified y Abraham Maslow.
520 $a Ninety urban ILR and 60 rural ILR members were recruited. Professional was defined as having completed a bachelor's degree or above and licensure, certification, or registration. Variables were measured quantitatively using Roger Bashier's Education Participation Scale A-Form and qualitatively using open-ended questions on a demographic data survey collected using a one-time cross-sectional assessment of six intact groups at each location. Data were analyzed by multivariate analysis of variance, chi square, and content-thematic coding.
520 $a Significant findings (.05 level) indicated that nonprofessionals have pluralistic motives while professionals are motivated by intellectual curiosity. Cognitive Interest was the strongest motivator for all persons surveyed followed closely by Social Contact. Rural participants were more likely influenced by all motivational orientations than were urban members. Adventure learning for fun and pleasure was identified as a separate category from qualitative analysis. These findings are similar to the findings of previous research but expand the knowledge of the professional model into the postcareer years as well as providing a clue to learning motives for isolated, disadvantaged older adults who can benefit from expanded availability of programs into difficult to reach areas. These conclusions suggest that the needs of the often hard-to-reach older adult can be met with the ILR model and that additional models to include the underserved elderly populations should be developed.
590 $a School code: 0211.
650 4 $a Gerontology. $3 168436
650 4 $a Education, Adult and Continuing. $3 1000006320
650 4 $a Education, Higher. $3 165455
650 4 $a Recreation. $3 188261
690 $a 0351
690 $a 0516
690 $a 0745
690 $a 0814
710 2 $a The University of Southern Mississippi. $3 1000006546
773 0 $t Dissertation Abstracts International $g 69-08A.
790 1 0 $a Pierce, W. Lee, $e advisor
790 $a 0211
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3326705