A study of the motivational orientations of autodidactic adult learners

Boshier's Education Participation Scale (EPS) was used to determine the motivational orientations of a group of self-directed learners participating in the autodidactic activity of audiocassette program use. Orientations were examined for statistical differences on the basis of gender, age, educational level, and participation or nonparticipation in formal education activities. Orientations were further compared to those of subjects from a large dataset compiled by the author of the EPS.

One hundred and seven respondents completed the EPS in terms of the audiocassette activity. Fifty-eight of these respondents also completed a second copy of the EPS in terms of their formal education activities. Audiocassette users primarily exhibited reasons of Cognitive Interest and Professional Advancement. No differences were found for gender or age variables. Certain levels of education were related to motivational orientation for two factors, Educational Preparation and Family Togetherness.

Subjects exhibited the same pattern of orientations toward both audiocassette and formal activities, but differed in terms of the strength of the individual orientations toward each type of activity. Cognitive Interest and Professional Advancement were the primary orientations toward both types of activities. Orientations did not differ on the basis of participation or nonparticipation in formal activities.

When compared to subjects in the EPS author's dataset, audiocassette users exhibited two of the four primary orientations of the dataset subjects. Cognitive Interest, the primary orientation for both the audiocassette and formal participants, was the third strongest orientation for dataset subjects. Educational Preparation was a stronger orientation for dataset subjects than for audiocassette or formal participants.

It was concluded that participants may exhibit more than one orientation toward an activity, and may exhibit the same orientation toward both autodidactic and formal activities. Autodidactic and formal participants appear to be more alike than different when measured in terms of motivational orientations. The question of the relationship of gender and age variables to motivational orientations was left open. Results suggested that there may be a relationship between type or level of education and the motivational orientations of autodidacts.

Implications for further research and for adult education practice are cited.