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A study analyzed the reasons for adult participation in adult basic education (ABE) programs. During the study, researchers administered the Educational Participation Scale to 85 females and 72 males enrolled in ABE classes in New Mexico. Data from the returned questionnaires were examined to determine if any of the reasons for participation in ABE were related to age or sex. The researchers found that the factors "escape" and "stimulation" were of moderate importance to students between the ages of 18 and 45, of little importance to those in the midlife stage, and of above-moderate importance to those over the age of 55. While "professional advancement" and "personal growth" were of above-average importance to adults under the age of 50, a dramatic drop in ranking of scores for these factors occurred for those in later years. Based on these findings, the researchers recommended that ABE instructors make more use of small group instruction, mentoring programs, field trips, and community awareness programs. (A copy of the Educational Participation Scale is appended to this report.) (MN)

To determine whether adults who were grouped according to selected variables differed in their reasons for participating in education programs, the Educational Participation Scale was administered to 322 part-time adult students. Focus was on age, sex, institution, level of educational attainment, and occupational groupings. The responses were factor analyzed, and the following five scales were developed: Social Relationship, Professional Advancement, Social Welfare, Escape/Stimulation, and Cognitive Interest. Some of the findings were these: (1) younger adults, 18 to 22 years of age, scored higher on the Social Relationship Scale then did any other age group while housewives scored higher than any other occupational group; (2) women as well as health and clerical workers scored higher than other respondents on the Professional Advancement Scale; (3) adult students 40-45 years of age along with housewives and health workers scored high on the Social Welfare Scale; (4) 18 to 22 year old adults in early transition scored higher on Escape/Stimulation Scale than those respondents who were in other life stages; and (5) respondents in the 40-45 years old mid-life transition were more highly motivated by Cognitive Interest Scale reasons than were those in other life stages. (EM)

A study was conducted (1) to analyze the Educational Participation Scale (EPS) factor patterns derived from a sample of senior citizens in order to contribute additional reliability and validity data to the instrument; and (2) to look at reasons that have influenced senior citizens to pursue educational activities, specifically the Elderhostel Program. The sample for the study was 160 Elderhostel participants at the University of New Mexico and the College of Santa Fe during the summer of 1981. Most participants had a college degree or postsecondary education. The Educational Participation Scale was administered to this sample, with a 75 percent return rate. Four scales consisting of 31 items were used to rank participants' reasons for enrolling in terms of escape/stimulation, social welfare, social relationships, and cognitive interest. (Items from earlier versions of the instrument pertaining to professional advancement were deleted.) It was found that the Educational Participation Scale yielded factor patterns similar to earlier studies by Boshier and Riddle, and that this form of the EPS would be a useful instrument for adult educators and program planners in planning programs for adults. The results from the study further indicate that cognitive interest was the most powerful motivator of the population, with social relationships the next most powerful motivator. No differences in motivation were found by age and sex. (A list of recommendations and practical tips for conducting programs for elderly persons is given at the end of this paper.) (KC)

A study conducted at the University of New Mexico determined what proteges learned from their mentors and how they learned it. The subjects, 247 men and women in professional associations and graduate programs, completed a questionnaire. Survey findings suggested that proteges learned four categories of skills from their mentors: risk-taking behaviors, communication skills, political skills of the organization, and specific skills related to their professions. These skills were learned in different ways (role model, listening, substituting for mentor at meetings, supervised tasks or activities, role practice, experience) and under many different circumstances. (Appendixes, amounting to approximately one-half of the document, include the survey instrument and an annotated bibliography.) (YLB)

Interviews with 20 Hispanic female faculty and administrators revealed mentoring to be important to career development but difficult to obtain. Barriers included limited opportunities for informal contact, compounded stereotypes of women and of Hispanic women, and conflicting values of Hispanic and academic cultures. (SK)

Mentoring provides both a holistic and individualized approach to learning. A mentor-protege relationship also serves various professions by the teaching and learning of relevant skills and values. Proteges learn risk-taking behaviors, communication skills, political skills, and specific skills from their mentors. (DF)