| The objectives of this study were: (a) to identify: (1) the reasons why American and International students participate in graduate programs, (2) students' learning style preferences, and (b) to determine: (1) the relationships between reasons for participation and selected demographic characteristics of students, (2) the relationships between students' preferred learning styles and their demographics, (3) the relationships between students' reasons for participation and their learning styles, and (c) to compare reasons for participation and learning styles of International students to those of American students.;Major Findings of the Study. (1) Five factors of participation were found to significantly influence graduate students' decision to participate: social welfare, cognitive interests, social relationships, professional advancement, and escape-stimulation. Cognitive interests was the most influential factor, followed by professional advancement. (2) The largest groups of International and American graduate students expressed very strong preference for: (a) organized course work, (b) hearing information, and (c) very strong expectancy of outstanding performance; moderate preference for peer affiliation, setting one's own goal, and having close and personal relationships with instructors. (3) Statistically significant were: (a) the correlations for some students' learning style preferences with a number of reasons for participation, and (b) the differences between American students and International students on reasons for participation and on learning style preferences.;Major Conclusions. There is a need to provide flexible graduate programs to fit diverse groups of students. Graduate programs must be planned, in part, to meet students' reasons for participation and learning preferences.;As a result of the conclusions of this study, several implications for planning and implementing graduate programs, as well as areas of future research, were suggested.;Methodology. A total sample of 400 graduate students was drawn, and an equal number of students from each group was selected. The study used a mail questionnaire and utilized statistical techniques, including the principal components factor analysis, t-tests, chi square, one-way ANOVA, two-way ANOVAs, and Spearman's nonparametric correlations. |
