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Using linear and logistic regressions with a modified Bonferroni-equivalent alpha, the analysis draws on a pilot-tested original survey of 1st, 2nd, and 3rd class power engineers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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power engineers?","Question",{"text":63,"@type":64},"The study focuses on factors influencing Canadian power engineers’ decisions to pursue advanced certification levels, and how those factors relate to advancement intention.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and analysis approach are used?",{"text":68,"@type":64},"The paper uses a quantitative correlational design with linear and logistic regressions, employing a modified Bonferroni equivalent alpha.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors show statistically significant relationships with advancement intention?",{"text":72,"@type":64},"Time commitment, responsibility, and elapsed time since previous certification show statistically significant effects on advancement intention, while educational support, locus of control, and peer appraisal do 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enablers to advancement in Canadian power engineering  \nClayton Mullen University of Phoenix Yohannes Mariam  \nUniversity of Phoenix  \nPower engineering certification in Canada comprises a hierarchical, graduated system available to both young and adult learners. This paper offers insight into the knowledge gap regarding factors influencing Canadian power engineers’decision to pursue advanced certification in the Provinces of British Columbia and Alberta, with implications for adult learning in the power engineering sector of Canada. Comprehension offactors that influence intentions for power engineering certification may illuminate barriers and enablers to adult learning and provide evidentiary knowledge to support a format thatfacilitates advancement ofcertification. The research methodology was quantitative correlational design in which linear and logistic regressions employing a modified Bonferroni equivalent alpha were utilised. An original survey was developedfor the study and pilot testedfor validity and reliability. The sample comprised 1st, 2nd, and 3rd Class power engineers in British Columbia and Alberta. The dependent variable (DV) was the power engineers’advancement intention.  \n198 Clayton Mullen and Yohannes Mariam  \nIn the context of this paper, advancement intention is an influence leading to the inclination or reluctance to pursue promotion, succession, or advancement in employment. The independent variables (IVs) were time commitment, educational support, locus of control, time elapsed since previous certification, responsibility, and peer appraisal. Revealed in the results were positive, statistically significant relationships between the DVof advancement intention and three of the six IVs. Time commitment, responsibility, and elapsed time exert statistically significant effects on advancement intention (DV). The three remaining IVs that did not exhibit significant relationships with the DV were educational support, locus of control, and peer appraisal. This indicated that the IVs of educational support, locus of control, and peer appraisal did not significantly influence the DV when compared to the significant influences of time commitment, responsibility, and elapsed time on the DV. Comprehension of the influential factors regarding the intention of Canadian power engineers to pursue advanced certification may assist industry and academia withinsight into the barriers and enablers to higher certification, and the correlation of decision factors with advancement intention.  \nKeywords: Professional learning, adult education, Canadian power engineering, advancement.  \nIntroduction  \nCanadian power engineering certification ranges from Fourth (lowest) to First Class (highest) . Fifth Class certification was not included in the study. Power engineers constitute an indispensable component of the labour force (The Institute of Power Engineers, 2017) . Canadian government officials mandate formal academic and practical power engineering certification for individuals working with pressurised vessels, systems, and thermodynamic processes (Safety Authority, 2017) . The quality of evaluation in learning scenarios incorporating practical (practice-based) learning is critical to achieving learning outcomesand conferring skills and knowledge (Logue, 2017) . The opportunity to advance is a strong motivator for career-driven individuals, and this motivation requires stewardship to facilitate advancement.‘Cognitive  \nAdult learning: Barriers and enablers to advancement in Canadian power engineering 199  \nand motivational limitations exist for individuals and the constraints imposed upon their choices and actions within an organisation’(Scott, & Davis, 2007, p. 36). The personal negotiation process driving the advancement decision was central to the study. How an individual introspectively identifies with learning and the lear","cbCaiucVKHUz4Pdz","https://ap.wps.com/l/cbCaiucVKHUz4Pdz","pdf",225859,26,"English","# Adult learning: Barriers and enablers to advancement in Canadian power engineering\n## Introduction\n## Study background and problem statement","[{\"question\":\"What is the focus of the study on Canadian power engineers?\",\"answer\":\"The study focuses on factors influencing Canadian power engineers’ decisions to pursue advanced certification levels, and how those factors relate to advancement intention.\"},{\"question\":\"What research method and analysis approach are used?\",\"answer\":\"The paper uses a quantitative correlational design with linear and logistic regressions, employing a modified Bonferroni equivalent alpha.\"},{\"question\":\"Which factors show statistically significant relationships with advancement intention?\",\"answer\":\"Time commitment, responsibility, and elapsed time since previous certification show statistically significant effects on advancement intention, while educational support, locus of control, and peer appraisal do not.\"}]","Australian Journal of Adult Learning - Volume 59 - Number 2 - July 2019 | PDF",1792075414,66]