Motivational Orientations of Adult Education Participants: a Factor Analytic Exploration of Houle's Typology

TLDR

The concept of homeostasis and heterostasis is discussed. The study tests Houle's typology of motivational orientation in New Zealand and develops a factor‑analytic measure of motive for attendance, proposing that participants are mainly “being” or “deficiency” motivated. The authors performed a factor analysis with promax/varimax rotation on a 48‑item Education Participation Scale from 233 participants, yielding 14 first‑order factors that were subsequently combined into second‑ and third‑order factors. The analysis identified factors representing distinct motivational types, indicating that participation arises from motives more complex than those originally identified by Houle.

Abstract

To test Houle's typology of "motivational orientation" in a New Zealand context, and to develop a factor analytically based mea sure of motive for attendance, 233 adult education participants selected at random from three institutions completed a 48 item Education Participation Scale. A factor analysis and promax/ varimax rotation yielded 14 first-order factors which were subse quently intercorrelated, factor analysed and rotated to yield second and then third-order factors. The meaning of the resultant factors is discussed. In developing a model of adult education participe tion, it is proposed that participants are basically "being" or "deficiency" motivated. The concept of homeo and heterostasis is discussed. Education Participation Scale factors purporting to measure these different types of motivation are identified. Partici pation is shown to stem from motives moie complex than those originally identified by Houle.