Abstract
Effective and responsive adult education programming requires a clear understanding of the characteristics, needs, and aspirations of program participants. This study investigated the factor stability and construct validity of Boshier's Educational Participation Scale (EPS), as part of a series of studies designed to better understand a diverse adult student body participating in a broad program of continuing education. Responses from 1,142 students in programs at a large state university were utilized in the analysis. The results confirmed Boshier's seven factor typology. Reliability of the EPS scales was found to be acceptable. Construct validity of the EPS was investigated by predicting membership in three curricular groups. The findings revealed a distinctive set of student characteristics and reasons for participation between the defined curricular groups.
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