EFFECTS OF AGE, SEX, AND STATUS ON PERCEPTION OF THE UTILITY OF EDUCATIONAL PARTICIPATION

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Abstract
This study investigated the influence of age, sex, and socioeconomic status on the perception of participants in adult education that their participation is useful. Two forms of utility were postulated: instrumental and expressive. An instrument containing scales of perceived utility, needs, goals, time orientation, and enjoyment was administered to selected classes at various educational institutions in the Chicago metropolitan area and, for comparison, a class in Florida. The results permitted inferences that needs, goals, and time orientation partially determine perception that participation is instrumentally useful and that age, status, and femaleness tend to favor perception of expressive utility. The findings supported previous research indicating that adult educational participation is complex behavior involving more than subject matter interests and motivational orientations and opened a new line of attack on the problem.