The Lure of Non-Credit Studio Art Classes for Adult Learners
The Lure of Non-credit Studio Art Classes for Adult Learners by Gina C. Murray A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama May 6, 2012 Keywords: adult learning, andragogy, art education, leisure, motivation, studio art classes Copyright 2012 by Gina C. Murray Approved by Maria M. Witte, Chair, Associate Professor, Department of Educational Foundations, Leadership, and Technology James Witte, Associate Professor, Department of Educational Foundations, Leadership, and Technology David Shannon, Humana-Germany-Sherman Distinguished Professor, Department of Educational Foundations, Leadership, and Technology Abstract The purpose of this study was to examine the motivation and satisfaction of adult learners who participated in non-credit studio art classes. Leisure motivation has been researched by educators, philosophers, psychologists, and social scientists (Candy, 1991; Brookfield, 2005: Dewey, 1980; Knowles, 1998; Maslow, 1970; Rogers, 1961, Stebbins, 1992). The impetus for motivation based on Maslow’s (1970) hierarchy of needs culminates in self- actualization. The self-actualized adult is typically a lifelong learner seeking personal development through leisure activities. A shift in an individual’s continuing education priorities has affected continuing education providers, leisure providers, and economic developers. This study used the Leisure Motivation Scale (Beard & Ragheb, 1983) to determine factors that motivated enrollment and levels of satisfaction among the adults enrolled in art classes. A priori factors established by Beard and Ragheb (1983) were assumed and a forced four-factor solution of the adapted Leisure Motivation Scale was analyzed using the Principle Component Analysis method. The data provided results within four factors making up 68.16 percent of the variance.
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