Educational Participation and Dropout: a Theoretical Model

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Abstract
A "congruence" model based on self theory is proposed to account for adult education participation and dropout. Single variable explanations for these phenomena are rejected. It is contended that participation may be understood as a function of self/institution incongruence and dropout a function of intra-self and self/other incongruence. It is suggested that social, psychological and insti tutional variables typically studied in participation and dropout research merely mediate the congruence-dropout relationship. Data derived from 2436 participants enrolled in continuing non-credit classes in New Zealand are offered in support of parts of the model. The model is experimentally and administratively suggestive and replete with hypotheses capable of empirical investigation.