A Sequential Media Use Model for NOU Students—Motives of PAE, Media Use, Motives Gratification


Shen Wen Ying


NOU students, participation in adult education, media use, gratification sought, gratification obtained


The study tested a media use model for NOU students by integrating expectancy-value theory with the uses and gratifications approach. The model was constructed to support three different sequential stages of media use activity: pre-activity, during-activity, and post-activity. The role of media use motives was concerned, and how the motives of participation in adult education (PAE) interacted with the media use process was explored under the gratification framework. The study also examined the correlation and discrepancy between the gratification sought (GS) of PAE before media use and gratification obtained (GO) after media use.

The sample consisted of 1455 students of National Open University in Taiwan, who were selected by stratified cluster sampling. The “motive → media use → motive gratification” model was used in canonical correlation analyses with a path diagram to interpret the relationships between key elements. Furthermore, t-test and Pearson’s product- moment correlation were used to examine the relationship between the GS of PAE and GO of PAE.

The results of the study affirmed a three-stage media use model for the students of NOU. In the model, the motive of PAE was an antecedent variable, media use activity was an intervening variable, and also the most significantly correlated with the motive gratification of PAE. As explicated in the path model, before media use the motive of PAE can predict the media use, and after media use the motive gratification of PAE was significantly influenced by media use activity. This provides strong evidence that the motives of PAE and their gratification are the most important factors in media use process. Moreover, the gratification sought of PAE and the corresponding gratification obtained were found to be strongly connected, and the great discrepancy between them reflected a clear lapse between the NOU students’ expectations before media use and their evaluation after media use.