Enrollment at Adult High Schools in Riyadh, Saudi Arabia: An Exploration of Motivation, Age, and Gender Using Boshier's EPS A-Form

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Adult Education Quarterly Pub Date : 2024-03-20 DOI:10.1177/07417136241239328

Mousa Alfaifi

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引用次数: 0

Abstract

Motivation plays a crucial role in adult learners’ decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups.

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沙特阿拉伯利雅得成人高中的入学情况：使用 Boshier's EPS A-Form 对动机、年龄和性别的探索

学习动机在成人学习者决定是否参加教育计划的过程中起着至关重要的作用。本研究旨在评估在利雅得成人高中就读的成人学员的学习动机，以及他们在学习动机方面可能存在的性别和年龄差异。研究人员对成人学习者进行了教育参与量表（EPS）A-表格测试，并使用Wilcoxon符号秩、Mann-Whitney U和Kruskal-Wallis H检验对221份有效问卷进行了分析。结果表明，职业发展、认知兴趣和教育准备是主要动机，而社会接触是影响最小的动机。此外，女性受访者在教育准备方面的动机水平高于男性受访者，但不同年龄段的受访者在动机取向上没有明显差异。为了提高成人高中课程的参与率，继续教育总局应调整其招生策略，以吸引不同群体的三种主要动机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

7.70%

发文量

期刊介绍： The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.