| Summary: | <p>This study was designed to examine the factors which
influenced the decision to participate in a formal continuing
professional education (CPE) program. The research questions
focused primarily on three aspects. The first was the professionals'
belief system toward participation. The second was to test
alternative behavioral intention models and the third centered on
identifying priorities among factors affecting the professionals'
decision to participate in the CPE program.</p>
<p>Data were collected by mailed questionnaire from 323
veterinary professionals in the Province of Alberta. Intention to
participate in a CPE program was obtained prospectively.</p>
<p>Factor analysis demonstrated that the professionals' cognitive
beliefs toward the CPE program were multidimensional while their
affect attitude was determined by one factor. Three underlying
factors of cognitive belief about participation were identified as
program relevance, program benefit, and program accessibility.</p>
<p>Multiple regression analysis indicated behavioral intention
theory had high predictive utility. The Triandis model proved to
have greater predictive utility than the Fishbein model, accounting
for over 56.6% of the variance for the intention to participate in the
CPE program within the next two years as compared to 44.8% for the
Fishbein model. The study strongly supports the hypothesis that
variables external to the behavioral intention model influence
behavioral intention and behavior indirectly. Discriminant analysis
revealed that 86.1% of the respondents were classified appropriately
as participants and non-participants by the variables In the model.</p>
<p>Analytic Hierarchy Process (AHP) was utilized to determine the
priorities of factors influencing the professionals' decision to
participate in the CPE program. A comparison between the
behavioral intention model and the AHP model supported the
validity of priorities obtained in the AHP model and indicated a
potential utility of the AHP model In understanding factors
influencing the professionals' participation in a formal CPE program.</p>
<p>Implications for theory, practice, and research in the field of
adult and continuing education are presented to conclude the study.</p>
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