Notice bibliographique
Résumé
Most research on participation in adult education has described participants using static variables, however, it has been suggested that dynamic factors which describe the relationship between the individual and the organization have more potential value. This study included both types of variables when analyzing the factors which influence participation in adult education in a rural Canadian setting. The data for this study were collected during the summer months of 1967, when interviews were completed with 881 household heads in six rural regions of British Columbia. The 126 respondents who were classified as participants and an equal number of randomly drawn non-participants were compared using both static and dynamic variables. The distributions within the groups were tested for significant differences using the chi square statistic while linear relationships were indicated by correlation coefficients. To remove the effects of the variables of age and education from the relationships existing between the two groups a second sample of non-participants was matched with the participants on these variables. The new groups were then compared using the static and dynamic variables on which the original groups had differed significantly. The first and second hypotheses which proposed significant differences between the two groups with respect to certain static and dynamic variables, were tentatively accepted when the original samples of participants and non-participants were shown to differ significantly on thirteen static and eight dynamic variables. The third hypothesis which proposed differences between vocational and non-vocational participants was only partially accepted as the two groups differed on the variables of occupational prestige and income. The findings with respect to the first two hypotheses were modified when the matched groups were shown to differ significantly on only five static and two dynamic variables. On these variables the participants reported better job training and better jobs, fewer but better educated children, and greater formal social participation. They also reported a greater felt need for further education and stated more willingness to give up spare time for this education. A general conclusion was proposed which suggested that the participants exhibited a more favourable attitude to education than did the non-participants. But this conclusion is tentative as the findings of the study emphasize both the need for further research with dynamic variables and the control of age and education variables when comparing participants and non-participants.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».