Abstract
Motivational orientations of adults for enrolling in community college courses are assessed by means of the Educational Participation Scale. Findings are related to the literature on adult participation in education, and comparisons are drawn between adults and traditional college students and across various demographic variables. Analysis was accomplished using prinicpal components factor analysis and multiple regression. Learning for learning's sake, occupational advancement, and humanitarian concerns were major influences on participation for adults and traditional age students. Demographic variables were found to have minimal association with motivational orientations. Relationships to the literature are described and recommendations are made for curriculum and student development programming.
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