The purposes of this study were two-fold. First, to determine which, if any, attribute variables differentiated significantly be tween adult students who paid their own educational expenses and students whose expenses were paid by a public agency. Sec ond, to determine which educational goals, when controlled by significant test variables, differentiated between the two groups of adult students
... [Show full abstract] as motivational reasons for participating in adult secondary education.
Employing the tabular multivariate analysis procedure it was found that agency-paid adult students were more likely to rate the educational goals higher in importance than self-paid students. This finding is contradictory to the popularly held belief of adult secondary school staff that agency-paid students do not hold these educational goals high in importance.
It was concluded that the Needs-Social System-Satisfaction model of adult participation may be inappropriate for explaining the high rating responses of agency-paid students on the educa tional goals when compared to the expressed belief of public school administrators that these students are unmotivated to study and learn.