Women's Motivations For Participation In Arts/Design Programs: Differences and Effects

Abstract

Adult learners' motivations for participating in continuing education programs vary from job‐related reasons to social and general learning goals (Houle 1961; Scheffield 1964; Boshier 1971, 1977, 1978). Knowledge about how motivational orientations differ with specific user groups and content areas and how motiva tions might affect learning outcomes is essential for those interested in planning educational programs. This study adapted and tested a participation inventory instrument in six art and design programs for women (N = 85). Ratings were used to construct individual factor scores providing a weighted profile and dis tribution of women's motivations. Pre‐ and postmeasures of creative attitude and problem‐solving were used to compare learning among the motivational orientations. Results exhibit continuity with existing motivational theory and give empirical support to a motivational continuum construct. Women's reasons for participating in art and design programs were content‐specific, social, personal‐ need activity, general learning‐curiosity, and a composite of the four. A signif icant difference was found among the five orientations when measured for change in creative attitude. Condescriptive analysis showed women with general learning‐curiosity and composite orientations scored highest. No significant dif ference was observed when compared on problem‐solving measures.