A Model for Studying Determinants of Intention To Participate in Continuing Professional Education

Abstract

This article presents a theoretical model for a program of research into the determinants of a professional's intention to par ticipate in continuing education. This model is based on Fishbein's (4) general theoretical framework. The adapted framework con sists of three components. The first component is the professional's attitude toward participating in continuing education. This atti tude is taken to be dependent on what the professional believes will be the consequences of participating and what value the pro fessional places on these consequences. The second component is related to the professional's perception of what most people who are important to the professional think about his or her participa tion. It is also related to the importance the professional places on these perceived expectations. The third component is related to the professional's personal beliefs about whether he or she should participate and to the professional's motivation to comply with these personal beliefs. For each component, items are pre sented which illustrate how the component might be assessed.

A model for pharmacists' participation in an external doctor of pharmacy degree program

“…There is a debate over whether reasons for participation or deterrents to participation should be the focus of participation studies (8,13,17). The data reported here support the notion that reasons for participation have a predominant influence on pharmacists' intention to participate in an external degree program.…”

“…A theoretical framework of intentions, beliefs and attitudes, developed by Fishbein and Ajzen ( 7 ) , has heen applied to the intention to participate in continuing professional education by Grotelueschen and Caulley (8). This rational theory of action assumes that "each professional's actual participation in continuing education activity is somehow influenced by a specific intention t o participate" and that the intention to participate can be predicted and/or explained via social-psychological factors (8). They argue that an individual's set of beliefs about continuing professional education comprise hidher attitude toward participation which in turn shapes hidher intention to participate.…”

The Initial Motivation of Students Enrolling in an Adult and Workplace Education Programme

“…The present study utilises the approach of Grotelueschen & Caulley (1977) who, using Fishbein & Ajzen's theoretical construct, held that while attitudes might set up predisposing conditions to behave in certain ways, a more accurate conception saw beliefs and attitudes as being more closely related to the intention to behave. Behavioural intentions are determined by three factors; a personal normative factor, subjective personal norm (SPN), a social normative factor, subjective social norm (SSN), and attitude (ATT).…”

Fondements psychosociaux des motifs de participation académique des adultes : regard sur la recherche

“…Un grand nombre de recherches ont été effectuées sur la participation des adultes à des activités d'apprentissage et de formation (Houle, 1961;Litchfield, 1965;Douglah et Moss, 1968;Tough, 1968;London, 1970;Douglah, 1970;Berry, 1971;Burgess, 1971;Morstain et Smart, 1974;Dickinson et Clark, 1975;Grotelueschen et Caulley, 1977;Boshier, 1971ft, 1973Boshier, 1971ft, , 1976Boshier, 1971ft, , 1978Boshier, 1971ft, , 1983Scanlan et Darkenwald, 1984;Boshier et Collins, 1985;Garrison, 1987Garrison, , 1988. On a réussi à découvrir des liens entre les motifs de participation et diverses caractéristiques démographiques et socio-économiques des adultes (Boshier, 1978;Dickinson et Clark, 1975).…”