Characteristics of Residential Adult Learning in the FBI National Academy Learning Environment and the Impact on Participant's Attitude of Satisfaction

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dc.contributor.authorChristenberry, Thomas Catronen
dc.contributor.committeechairBoucouvalas, Marcieen
dc.contributor.committeememberCombs, Letitia A.en
dc.contributor.committeememberJarvis, John P.en
dc.contributor.committeememberParson, Stephen R.en
dc.contributor.departmentAdult Learning and Human Resource Developmenten
dc.date.accessioned2014-03-14T20:16:47Zen
dc.date.adate2004-10-08en
dc.date.available2014-03-14T20:16:47Zen
dc.date.issued2004-09-15en
dc.date.rdate2004-10-08en
dc.date.sdate2004-09-26en
dc.description.abstractUsing the Federal Bureau of Investigation's (FBI) 212 th session of the National Academy, a residential adult learning environment, as a case study and the 1996 research on participant's perception of residential adult learning environments by Dr. Jean Anderson Fleming, this study examined the relationship among the characteristics (overarching themes: detachment and continuity and descriptive themes: building relationships in residence, learning in residence, and individual change in residence) and how this relationship impacts the participant's attitude of satisfaction with the program. A 33-item Likert scale, developed by the researcher, was used to collect the data from 244 police officers and the Kropp-Verner Attitude Scale was used for measuring the overall participant attitude of satisfaction with the residential learning environment. Demographic data were also collected from the participants to provide an overall profile of the respondents and each police officer had the opportunity to respond to an open-ended question at the end of the survey. Six hypotheses formed the basis of the study and were investigated through bivariate and multivariate analysis. Univariate analysis was used to describe and summarize the collected demographic data, as well as the frequency responses to each statement by the participants, while multivariate analysis was used to determine the best model for the prediction of satisfaction. Positive relationships existed between each of the five independent variables (detachment, continuity, building relationships in residence, learning in residence, and individual change in residence) and the dependent variable, satisfaction. The overarching themes of detachment and continuity were combined to form a new variable, DECONTI. Individually, (bivariate regression) DECONTI was the most significant predictor of satisfaction, while building relationships in residence exhibited no significance. Multivariate analysis (standard and stepwise regression) suggested that the model of DECONTI, learning in residence, and individual change was the best predictor of satisfaction. The analysis of the characteristics of residential adult learning environments and their impact on participant satisfaction was quantitatively supported in this study. The results of this study supported the assertions of Fleming, the literature, and the research questions, while offering new observations and insights into the effectiveness of residential adult learning environments.en
dc.description.degreePh. D.en
dc.identifier.otheretd-09262004-113537en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09262004-113537/en
dc.identifier.urihttp://hdl.handle.net/10919/29100en
dc.publisherVirginia Techen
dc.relation.hasparttometd.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectResidential Adult Learningen
dc.subjectAdult Educationen
dc.titleCharacteristics of Residential Adult Learning in the FBI National Academy Learning Environment and the Impact on Participant's Attitude of Satisfactionen
dc.typeDissertationen
thesis.degree.disciplineAdult Learning and Human Resource Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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