MOTIVATIONAL ORIENTATIONS OF STUDENTS IN TWO NEBRASKA COMMUNITY COLLEGES

The major purpose of this study was to identify and analyze the demographic characteristics and motivational orientations of students participating in credit programs in selected community colleges of Nebraska. The secondary purpose was to analyze whether the student\u27s motivational orientation was related to selected demographic characteristics or vocational majors. Cluster, stratified random sampling was employed and it resulted in a sample of 492 full and part-time students participating in credit programs at the two selected Nebraska community colleges. These students were surveyed in class during February and March of 1982, using Boshier\u27s 40-item Educational Participation Scale (EPS) prefaced with demographic questions. Three hundred and ninety-five completed questionnaires (80%) were returned. Data were analyzed using frequencies, means, principal component factor analysis with orthogonal rotation (of the EPS), and multivariate analysis of variance (MANOVA\u27s) procedures. Six motivational orientation factors essentially the same as those of Boshier, Morstain and Smart were found to influence subjects to participate. They were: Professional Advancement, Cognitive Interest, Social Welfare, Escape/Stimulation, Social Relationships, and External Expectations. The orientation of Professional Advancement was chosen by the largest number of students (N = 197) as their primary reason for participation; it was followed closely by Cognitive Interest (N = 152). When mean scores for all respondents on the orientations were considered, the dimensions of Professional Advancement, Cognitive Interest, and Social Welfare were found to be the strongest motives for students attending the two Nebraska community colleges. The factors of Escape/Stimulation, Social Relationships, and External Expectations were uncovered as the weakest motives. Results of the MANOVA\u27s indicated an apparent relationship between the motivational orientations of the subjects and their selected demographic characteristics and vocational majors. However, the demographic variables of sex, age, marital and enrollment status played a less important role in influencing students\u27 motives for participation; while the variable of vocational major played a major role. Findings of this study suggest that adult educators and counselors at community colleges should be cognizant of the motivational attributes of students so they could integrate knowledge of students\u27 needs, interests, and purposes into their work with students