The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs, and identified similarities and differences between perceptions by district staff and program participants.
Participants were 289 adult learners who had taken at least one adult enrichment course during the 2009 or 2010 calendar year. 284 participants completed the online Education Participation Scale-Form A, a 42-item survey developed by Boshier (1973, 1991). Additionally, the researcher interviewed five participants. Eight community education coordinators also completed the Education Participation Scale-Form A.
Findings from the study included the following: 1) the General Interest EPS subscale had the highest means (M=14.90), followed by Social Contact (M=10.78) and Social Stimulation (M=10.08); 2) five demographic characteristics were found to be significant predictors of participation; 3) The Educational Preparation EPS subscale was perceived as being least important by adult enrichment participants; and 4) significant differences were found between the perceptions of community education planning staff compared to the perceptions of participants themselves.
Adult enrichment opportunities are a valuable resource to individuals and communities. This study helps to identify some of the critical motivators in the process of understanding adult participation in learning.
","abstract_html":"<p>The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs, and identified similarities and differences between perceptions by district staff and program participants. </p> <p>Participants were 289 adult learners who had taken at least one adult enrichment course during the 2009 or 2010 calendar year. 284 participants completed the online Education Participation Scale-Form A, a 42-item survey developed by Boshier (1973, 1991). Additionally, the researcher interviewed five participants. Eight community education coordinators also completed the Education Participation Scale-Form A. </p> <p>Findings from the study included the following: 1) the General Interest EPS subscale had the highest means (M=14.90), followed by Social Contact (M=10.78) and Social Stimulation (M=10.08); 2) five demographic characteristics were found to be significant predictors of participation; 3) The Educational Preparation EPS subscale was perceived as being least important by adult enrichment participants; and 4) significant differences were found between the perceptions of community education planning staff compared to the perceptions of participants themselves.</p> <p>Adult enrichment opportunities are a valuable resource to individuals and communities. This study helps to identify some of the critical motivators in the process of understanding adult participation in learning.</p>","abstract_has_math":false,"creators":["Wallner, Scott"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Gary Schnellert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T03:26:11Z","subjects":["Adult Education, Adult Learning, Community Education, Continuing Education, Enrichment, Motivation"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.und.edu/theses/1224","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gary Schnellert"]},{"key":"dc:creator","label":"Author","values":["Wallner, Scott"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult Education, Adult Learning, Community Education, Continuing Education, Enrichment, Motivation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.und.edu/theses/1224"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs, and identified similarities and differences between perceptions by district staff and program participants.
Participants were 289 adult learners who had taken at least one adult enrichment course during the 2009 or 2010 calendar year. 284 participants completed the online Education Participation Scale-Form A, a 42-item survey developed by Boshier (1973, 1991). Additionally, the researcher interviewed five participants. Eight community education coordinators also completed the Education Participation Scale-Form A.
Findings from the study included the following: 1) the General Interest EPS subscale had the highest means (M=14.90), followed by Social Contact (M=10.78) and Social Stimulation (M=10.08); 2) five demographic characteristics were found to be significant predictors of participation; 3) The Educational Preparation EPS subscale was perceived as being least important by adult enrichment participants; and 4) significant differences were found between the perceptions of community education planning staff compared to the perceptions of participants themselves.
Adult enrichment opportunities are a valuable resource to individuals and communities. This study helps to identify some of the critical motivators in the process of understanding adult participation in learning.
"]},{"key":"dc:title","label":"Title","values":["Adult Enrichment Learners In St. Cloud, Minnesota: Motivational Reasons For Participation"]}]}],"canonical_facts":{"dc:contributor":["Gary Schnellert"],"dc:creator":["Wallner, Scott"],"dc:description.abstract":["The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs, and identified similarities and differences between perceptions by district staff and program participants.
Participants were 289 adult learners who had taken at least one adult enrichment course during the 2009 or 2010 calendar year. 284 participants completed the online Education Participation Scale-Form A, a 42-item survey developed by Boshier (1973, 1991). Additionally, the researcher interviewed five participants. Eight community education coordinators also completed the Education Participation Scale-Form A.
Findings from the study included the following: 1) the General Interest EPS subscale had the highest means (M=14.90), followed by Social Contact (M=10.78) and Social Stimulation (M=10.08); 2) five demographic characteristics were found to be significant predictors of participation; 3) The Educational Preparation EPS subscale was perceived as being least important by adult enrichment participants; and 4) significant differences were found between the perceptions of community education planning staff compared to the perceptions of participants themselves.
Adult enrichment opportunities are a valuable resource to individuals and communities. This study helps to identify some of the critical motivators in the process of understanding adult participation in learning.
"],"dc:identifier":["https://commons.und.edu/theses/1224"],"dc:subject":["Adult Education, Adult Learning, Community Education, Continuing Education, Enrichment, Motivation"],"dc:title":["Adult Enrichment Learners In St. Cloud, Minnesota: Motivational Reasons For Participation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:26:11Z"}