A psychosocial interaction study of adulthood demographics and non-compulsory education participation using the National Household Education Survey.

Description:

This report analyses the NHES: 2005 data to present the state of American education in reference to “adult” participation in education. Psychosocial interaction theory is applied to the social event of attaining adulthood to analyze and report the propensity of American adults to participate in non-compulsory adult education. The review of the literature of perceptual demographic variables of adult attainment: age, prior education, subordinate responsibility, child-age dependent care, marital status, job stability, and home ownership. The analysis compares the data of participants and non-participants of non-compulsory adult education using binomial logistic regression analysis with tests, for a 95% confidence level and .05 significance. Included is a discussion of how appropriately aligned development opportunities and experiences may further increase education effectiveness and performance outcomes.

Creator(s): Chillis, Jimmy, L.
Creation Date: December 2011
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Past 30 days: 12
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Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Publisher Info: www.unt.edu
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2011
Description:

This report analyses the NHES: 2005 data to present the state of American education in reference to “adult” participation in education. Psychosocial interaction theory is applied to the social event of attaining adulthood to analyze and report the propensity of American adults to participate in non-compulsory adult education. The review of the literature of perceptual demographic variables of adult attainment: age, prior education, subordinate responsibility, child-age dependent care, marital status, job stability, and home ownership. The analysis compares the data of participants and non-participants of non-compulsory adult education using binomial logistic regression analysis with tests, for a 95% confidence level and .05 significance. Included is a discussion of how appropriately aligned development opportunities and experiences may further increase education effectiveness and performance outcomes.

Degree:
Level: Doctoral
PublicationType: Doctoral Dissertation
Language(s):
Subject(s):
Keyword(s): Non-compulsory | training | participation | adulthood | education
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • ARK: ark:/67531/metadc103300
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
Holder: Chillis, Jimmy, L.
License: Copyright
Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.