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Situational, institutional, and disp...

Hamilton, Harriet Alexina.

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Situational, institutional, and dispositional barriers preventing or limiting participation in intramural programs by adult female students attending community colleges in Tennessee.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Situational, institutional, and dispositional barriers preventing or limiting participation in intramural programs by adult female students attending community colleges in Tennessee./
作者:	Hamilton, Harriet Alexina.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2645.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Recreation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097702

Situational, institutional, and dispositional barriers preventing or limiting participation in intramural programs by adult female students attending community colleges in Tennessee.
Hamilton, Harriet Alexina.

Situational, institutional, and dispositional barriers preventing or limiting participation in intramural programs by adult female students attending community colleges in Tennessee. - 148 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2645.

Thesis (Ed.D.)--Temple University, 2003.

This study identified barriers (situational, institutional, dispositional) preventing or limiting participation in intramural programs as perceived by adult female students attending community colleges in Tennessee and intramural directors at those institutions. A survey questionnaire, developed using modified barrier scales of researchers in leisure/recreational activities and the Cross adult learner theory, was sent to 1,025 adult female students (response N = 853, 83%) and 13 intramural directors (response N = 10, 76%). Demographic and survey data analyses from responses, using Statistical Package for the Social Sciences (Version 8), included descriptive statistics using frequency counts, means, rank order, independent sample t tests, Pearson correlations, analysis of variance (ANOVA), and Tukey's honestly significant difference (HSD) method.Subjects--Topical Terms:

535376
Recreation.

Situational, institutional, and dispositional barriers preventing or limiting participation in intramural programs by adult female students attending community colleges in Tennessee.
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245 1 0 $a Situational, institutional, and dispositional barriers preventing or limiting participation in intramural programs by adult female students attending community colleges in Tennessee.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2645.
500 $a Major Adviser: Michael W. Jackson.
502 $a Thesis (Ed.D.)--Temple University, 2003.
520 $a This study identified barriers (situational, institutional, dispositional) preventing or limiting participation in intramural programs as perceived by adult female students attending community colleges in Tennessee and intramural directors at those institutions. A survey questionnaire, developed using modified barrier scales of researchers in leisure/recreational activities and the Cross adult learner theory, was sent to 1,025 adult female students (response N = 853, 83%) and 13 intramural directors (response N = 10, 76%). Demographic and survey data analyses from responses, using Statistical Package for the Social Sciences (Version 8), included descriptive statistics using frequency counts, means, rank order, independent sample t tests, Pearson correlations, analysis of variance (ANOVA), and Tukey's honestly significant difference (HSD) method.
520 $a Findings showed these student perceptions: (a) situational barriers---held by full-time evening and weekend-only students, and students with more children under age 13 perceived situational barriers; (b) institutional barriers---reported by full-time evening and part-time day students, students 40 and older, and students who had participated in intramural programs; and (c) dispositional barriers---perceived by students with more children over age 14, and students with more children over age 25. Overall, adult female students perceived barriers preventing or limiting participation in intramural programs as institutional whereas intramural directors perceived barriers for these students as dispositional. Conclusions drawn from study findings revealed the following: (a) age relates to perception of institutional barriers, (b) participation in intramural programs relates to institutional barriers, (c) a relationship exists between students' number of children and students' perception of situational and dispositional barriers, (d) student status relates to perception of situational and institutional barriers, and (e) adult female students' perceptions differ from those of intramural directors.
520 $a Practical implications to attract adult female students to their programs are for intramural directors (a) to conduct interviews with adult females to get these students' input and (b) to consider sponsoring special events each semester. Recommendations for further research include conducting (a) a comparison study to investigate if barriers at community colleges and 4-year institutions are similar or different and (b) a case study on selected women who participate in intramural programs to investigate how they overcame barriers to participation.
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