| Previous published adult education research has proposed that adults bring diverse and idiosyncratic needs and goals to formal learning environments. This research has also suggested that adults make participation decisions after carefully considering a range of personal and professional circumstances and options.; The present study investigated whether McClusky's (1963, 1971) Margin-in-Life (MIL) model could be used to predict adult participation behavior in formal learning activities. Based on MIL subject assessment data acquired through the use of a researcher-constructed questionnaire, this thesis discerned the normal responsibilities and expectancies of adulthood (load), and the common resources and capacities of adulthood (power), influencing participation and other adult life deliberations and decisions. The subject population consisted of federally independent previous, current, and prospective students affiliated with two university systems. The final sample consisted of 71 subjects. This research was quantitative and employed a descriptive, cross-sectional design.; Cross-analyses performed over margin score outcomes, averages, and history of participation data revealed that no patterns of current participation activity were present. McClusky's model failed to predict adult participation patterns based on margin-in-life. This finding was analogous to other studies (e.g., Walker, 1997), which have shown that adult behaviors in education (e.g., persistence) were difficult to predict using McClusky's model. Recommendations for future research include replication of the study's conditions and findings and continued testing of the validity and reliability of the assessment tool. |
