Journal articles: 'Motivation in adult education'

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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Rothes, Ana, Marina S. Lemos, and Teresa Gonçalves. "Motivational Profiles of Adult Learners." Adult Education Quarterly 67, no. 1 (September 22, 2016): 3–29. http://dx.doi.org/10.1177/0741713616669588.

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This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement, and learning. The study showed that groups of learners who have high autonomous motivation in the beginning of a course score higher in self-efficacy and later on in behavioral engagement and use of deep-learning strategies, whereas those who have controlled motivation alone or low levels of both types of motivation have worse results. Additionally, the study showed motivational differences according to adult learners’ gender, educational level, and occupational status. The influence of the Portuguese adult education system on the results and the implications of the study for the practice of adult education are also discussed.

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Bertea, Iulian-Ciprian. "Motivating adults for vocational training and retraining." Univers Pedagogic, no. 4(76) (December 2022): 47–50. http://dx.doi.org/10.52387/1811-5470.2022.4.09.

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In this article we tried to define certain aspects of motivation in general, and of adult education in particular. Motivation is important both from the perspective of the adult student, but also from the perspective of the trainer. The challenges of adult education are multiple and constantly changing compared to children’s education, a standardized education. Adults participating in vocational training or retraining courses come with a different life experience and personal motivation than minor students. Specialized literature offers numerous definitions of the term „motivation”.

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Lukianova, Larysa. "Motivation factors of adult learning." New Educational Review 44, no. 2 (June 30, 2016): 223–29. http://dx.doi.org/10.15804/tner.2016.44.2.18.

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Mambo, Alice W. "The Rationale Motive of Adult Christians’ Participation in Education Programs among Episcopal Churches in Southern California." Christian Education Journal: Research on Educational Ministry 16, no. 1 (December 19, 2018): 7–25. http://dx.doi.org/10.1177/0739891318816105.

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The understanding of the motivational orientations of adults with complex reasons participating in learning activities is a base for church leaders and directors of Christian education to plan educational programs that meet their needs as adult learners. Knowing their motivation helps determine the curriculum, methods of teaching, and the available resources, leading to success in reaching the desired goals for the members and the church. This paper investigates adults’ voluntary participation in congregationally sponsored Christian education programs among Episcopal churches in Southern California. Adaptation of the education participation scale (EPS) (Boshier, 1991) was used to measure the adult’s motivation to participate.

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Hubackova, Sarka, and Ilona Semradova. "Research Study on Motivation in Adult Education." Procedia - Social and Behavioral Sciences 159 (December 2014): 396–400. http://dx.doi.org/10.1016/j.sbspro.2014.12.395.

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Yi, Yong Cun, and Jae Bok Seo. "The Effect of Adult Participation Motivation for Lifelong Learning on Subjective Happiness through Self-Effect in China." Education Research Institute 21, no. 4 (November 30, 2023): 233–49. http://dx.doi.org/10.31352/jer.21.4.233.

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The purpose of this study is to investigate the effect of Chinese adults' motivation to participate in lifelong learning on subjective happiness through self-efficacy. In this study, 798 Chinese adult lifelong learners were surveyed and the SPSS 25.0 program was used for analysis. As a result of the study, first, it was found that the motivation of Chinese adult learners to participate in lifelong learning affects subjective happiness through self-efficacy. This means that learners with clear motivation to participate in lifelong learning and learners with high self-efficacy have higher subjective happiness in lifelong education activities. Second, as a result of structural model analysis, the motivation to participate in lifelong learning had a positive effect on self-efficacy and subjective happiness. Through this, it can be seen that participation motivation is an important factor in fully expressing self-efficacy when adults participate in lifelong education activities. Third, it showed a mediating effect of self-efficacy in the relationship between motivation to participate in lifelong education and subjective happiness. Efforts were needed to improve self-efficacy as well as motivation for participation in order to improve the subjective happiness of adult lifelong learners. This study is meaningful in that it revealed the important factors of self-efficacy as well as the importance of motivation to participate in lifelong learning in the subjective happiness of Chinese adult learners.

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Vaganova, Olga I., Irina V. Rudenko, Server N. Bekirov, Leviza I. Abbasova, and Maxim M. Kutepov. "Modern technologies of adult education." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 57–64. http://dx.doi.org/10.34069/ai/2020.28.04.7.

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The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.

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Rustomfram, Nasreen, and Vibha Singh. "Motivation for Pursuing Further Education amongst Adult Learners." Ariadna, no. 3 (2016): 61–69. http://dx.doi.org/10.6035/ariadna.2016.3.9.

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Terenko, Olena. "Technologies of Adult Education: Northern-American Experience." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 44–50. http://dx.doi.org/10.2478/rpp-2019-0028.

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Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educational technology” is analysed. Educational technology is systematic targeted approach to learning that combines specific teaching methods, educational technology, and takes into account psychological part of the learning process – relationship between learners and those who teach; systemic ways of activities of those who teach and those who study for the effective achievement of learning goals. Principles of educational technology usage are outlined. They are: individualization, creativity, self-motivation, cooperation, activity. The gist of interactive technology is found out. Interactive learning technology is based on the interaction between participiants of training; organization of joint activities based on dialogic teaching methods; a way of organizing learning of adults considering the needs, interests, personal and professional experience. Basic forms and methods of adult’s interactive teaching in the USA are: conversation, discussion, collective solving of creative situations, the method of “round table”, project method, playing techniques, mentorship, coaching – training in small groups, storytelling, method of narrative.

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Wright, Margaret, and Orla McGrory. "Motivation and the adult Irish language learner." Educational Research 47, no. 2 (June 2005): 191–204. http://dx.doi.org/10.1080/00131880500104317.

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Aljohani, Obaidalah H., and Sarah M. Alajlan. "Motivating Adult Learners to Learn at Adult-Education Schools in Saudi Arabia." Adult Learning 31, no. 4 (January 19, 2020): 150–60. http://dx.doi.org/10.1177/1045159519899655.

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This study’s main purpose was to identify adult learners’ motivation to pursue learning at Saudi Arabia’s Yanbu adult-education schools. The study also investigates if there is a difference by gender, by age, and among learners in terms of their internal and external motivation to learn. The study’s theoretical framework came from Knowles’ theory of andragogy. A survey consisting of a self-administered questionnaire was used. The study population included all adult learners ( n = 463) at the Yanbu adult-education schools in Saudi Arabia. The results revealed the importance of the five motivators (social contact, family togetherness, social stimulation, cognitive interest, and religious stimulation) for adult learners at Saudi Arabia’s Yanbu adult-education schools. However, this study indicated that adult learners are more motivated internally than externally. Therefore, teachers should pay attention to the internal factors more than the external factor to keep up with their students’ level of motivation.

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McCaster, Antonette Lorraine. "Adult Education and Dialogue." Global Journal of Transformative Education 1, no. 1 (January 15, 2019): 46–51. http://dx.doi.org/10.14434/gjte.v1i1.25920.

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Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners. I’ve found that both communication and motivation are primary factors in transformational learning. To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, collaborative project-based learning as well as opportunities for teachers to reflect upon their epistemology and pedagogy.

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Yamashita, Takashi, Phyllis Cummins, Roberto J. Millar, Shalini Sahoo, and Thomas J. Smith. "MOTIVATION TO LEARN, LITERACY, NUMERACY, AND LATER-LIFE ADULT EDUCATION PARTICIPATION IN THE U.S." Innovation in Aging 3, Supplement_1 (November 2019): S664. http://dx.doi.org/10.1093/geroni/igz038.2457.

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Abstract The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e., literacy and numeracy), and organized formal and non-formal adult education and training (AET) participation among middle-aged and older adults in the U.S. Rapid technological advancement and globalization requires that adults engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in AET participation among aging adults in the U.S. We obtained restricted data from the 2012/2014 Program for International Assessment of Adult Competencies, and included adults aged 50 years and older (n = 2,580) in the analysis. Structural equation models were used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the latent construct of motivation to learn, literacy and numeracy scores (0 – 500), and covariates. Per the confirmatory factor analysis, the motivation to learn latent construct was a valid measure among the older adults. Results from the structural equation models showed that the motivation to learn (b = 0.35, p < 0.05), literacy (b = 0.05, p < 0.05) and numeracy (b = 0.03, p < 0.05) are all positive predictors of non-formal AET participation. However, only motivation to learn (b = 0.47, p < 0.05) is associated with formal AET participation. Findings from this study inform future interventions as well as policy changes to promote specific types of organized AET programs among the aging populations in the U.S.

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Sprott, Richard, Carolyn Meeker, and Maria O'Brien. "Kink community education: Experiential learning and communities of practice." Journal of Positive Sexuality 5, no. 2 (October 1, 2019): 48–58. http://dx.doi.org/10.51681/1.523.

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How do people learn about kink? What are the motivations to acquire knowledge and skills for doing BDSM scenes? What are the preferred ways adults want to learn? This article argues that two concepts from adult education, experiential learning and community of practice, are important frameworks for understanding how people learn about kink. As an example to illustrate these points, some findings from an educational needs assessment are presented. The results indicate gender-related differences in motivation to learn about kink and different preferences in formats for learning. Results are discussed in terms of experiential learning and community of practice.

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Lukianova, L., K. Astakhova, V. Bakirov, O. Deineko, V. Astakhova, N. Kochubey, O. Voino-Danchishina, et al. "Adult education under uncertainty: encouragement, motivation, tendencies : XX International Scientific and Practical Conference, Kharkiv, 11 February 2022." New Collegium 1-2, no. 107 (June 24, 2022): 14–49. http://dx.doi.org/10.30837/nc.2022.1-2.14.

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The proceedings of the XX International Scientific and Practical Conference “Adult education under uncertainty: encouragement, motivation, tendencies” held on 11 February 2022, at Kharkiv University of Humanities “People’s Ukrainian Academy” include a variety of articles on the issues of adult education under uncertainty investigating the concept of “adult learning” and its modern interpretations. The collected articles highlight the global trends and Ukrainian peculiarities of educational programmes for adults; national strategies, models, and best practices of adult education; academic paths for adult learners: learning organization and plotting; priorities, and areas of education for older adult learners, and major challenges and barriers to their development. Special attention is paid to the conceptual foundations and priorities of andragogy.

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KAROULIS, Athanasis. "On Motivation to Apply ODL in Adult Teachers' Education." Informatics in Education 10, no. 1 (April 15, 2011): 37–45. http://dx.doi.org/10.15388/infedu.2011.03.

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Vukadin, Florian, and Pavol Tománek. "Motivation in der Bildungsarbeit mit erwachsenen Migranten." Disputationes Scientificae Universitatis Catholicae in Ružomberok 23, no. 4 (2023): 46–55. http://dx.doi.org/10.54937/dspt.2023.23.4.46-55.

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This article deals with motivation as a competence of teachers in adult education. The target group of the teachers are migrants. Twelve adult education employees who impart knowledge to refugees in various projects and institutions were interviewed. Guided episodic interviews were conducted. These were transcribed and evaluated using structuring qualitative content analysis. In summary, the analysis found that the biographical proximity to foreign cultures, identification with the refugees based on one's own migration or refugee experience, and the pleasure of having placed migrants in training or work are motivating factors.

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Harikrishnan, M., Anjali, Umang Bhatia, Harshita Tihal, and Loveleen Manglotia. "A Study on Opinion of Education for Adults in Greater Noida Knowledge Park." Integrated Journal for Research in Arts and Humanities 3, no. 2 (March 4, 2023): 13–16. http://dx.doi.org/10.55544/ijrah.3.2.3.

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Adult education is the practice of involving adults in well-organized activities that promote comprehension and learning. Individuals are constantly challenged to improve their knowledge, skills, abilities, and aptitudes throughout their lives. As a result, the primary goal of adult education is to help individuals develop an understanding of various concepts. When adults need to meet a need or achieve a desired goal, they develop motivation and interest in learning. The main purpose of this study is to examine the different attributes connected with the teaching and learning of adult learners.

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Mara, Elena Lucia. "Developing adult motivation for continuous training." MATEC Web of Conferences 343 (2021): 11006. http://dx.doi.org/10.1051/matecconf/202134311006.

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Traditional education focused primarily on the moment of teaching, on the moment of transmitting information, knowledge, and only then on aspects related to ethical, motivational, moral nature. Contemporary society in a continuous remodeling and change, no longer coincides, no longer accepts such a system. Traditional learning does not keep pace with contemporary society. The aim of this study is to investigate the motivation of learning in adulthood. In the motivational structure of the investigated adults, extrinsic reasons predominated, indirectly related to the learning activity, such as: the need to advance professionally, to keep up with the times, to obtain a social status as high as possible, to meet current requirements, to earn the respect of others, for a diploma, a change of job. Among the intrinsic reasons invoked by the study participants, directly related to the learning activity, we mention: the desire for knowledge and personal development, curiosity, the desire to teach others. In conclusion, we want to offer a better perspective and a well-understanding of motivational factors implicated in adult learning, ensuring the ease of triangulation of sources of information collection, thus improving the credibility of findings.

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Doherty-Bigara, Jacqueline, and Linda Gilmore. "Development of the Dimensions of Adult Mastery Motivation Questionnaire." Australian Educational and Developmental Psychologist 32, no. 2 (December 2015): 142–57. http://dx.doi.org/10.1017/edp.2015.18.

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Mastery motivation is an important developmental construct that has implications for development across the lifespan. Research to date has focused predominantly on infants and children, with the Dimensions of Mastery Questionnaire (DMQ) being the most widely used measure of mastery motivation. This article reports on the development and initial validation of an adult measure: the Dimensions of Adult Mastery Motivation Questionnaire (DAMMQ). Six hundred and twenty-eight adults (68% female) aged from 18 to 90 years completed the questionnaire. Factor analysis produced 24 items that represented five factors: task persistence, preference for challenge, task-related pleasure, task absorption, and self-efficacy. The DAMMQ was found to have good internal consistency, test-retest reliability and concurrent validity. Within group differences for age, gender and education are reported. The development of the DAMMQ paves the way for future research about mastery motivation in adult populations.

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Wristen, Brenda. "Demographics and motivation of adult group piano students." Music Education Research 8, no. 3 (November 2006): 387–406. http://dx.doi.org/10.1080/14613800600957503.

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Řezáčová, Lenka. "Life Cycles of Educational and Development Needs of Employees." Lifelong Learning 5, no. 1 (2015): 29–57. http://dx.doi.org/10.11118/lifele2015050129.

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The paper deals with employee educational and development needs of a concrete organisation. Educational and development needs are defined on the basis of theories of motivation, focus specifically on motivation and barriers in adult education with ambition to discover origin, process and determinants of individual perspective. The aim is to obtain a more comprehensive view of the educational and development needs of employees, which can help motivate adults to education and plan effective corporate education and development.

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Zvezdina, G. P. "The Dependence of the Learning Efficiency on the Academic Motivation of Adults Studying in the Conditions of Extended Education." Инновационная наука психология педагогика дефектология 6, no. 1 (March 27, 2023): 35–42. http://dx.doi.org/10.23947/2658-7165-2023-6-1-35-42.

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Introduction. The relevance of studying the designated topic lies in the lack of knowledge of the connection between motivation and learning effectiveness. The problem of studying motivation is caused by the versatility and complexity of quantitative measurement.Purpose. The study aims to investigate the relationship between motivation to learn online and its effectiveness in additional education among adult learners.Materials and Methods. The sample group consisted of 60 online school students. The following methodological tools were used: the Academic Motivation Scales by Gordeeva, Sychev, and Osin; the Motivation for Professional Development Test by Zamfir and Rean; the Motives for Choosing a Profession by Grinshpun; The author’s Efficiency of Extended Education Questionnaire.Results. It is established that the dominant educational motives of adult students in the conditions of additional education are the motives of self-development, self-esteem, and achievement. Direct correlations between motivation indicators and learning effectiveness are revealed: Cognitive motivation has a strong direct relationship with study intensity (r = 0.853), with changes in knowledge level (r =0.898) and with the overall effectiveness of learning (r =0.838). Motivation for achievement was found to be associated with changes in behaviour (r = 0.825), a change in income level (0.756) and general progress (0.835).Discussion and Conclusion. The empirical data analysis indicates high values of participation and changes in the behaviour of adult learners, which indicates that the effectiveness of learning is expressed in subjective and objective factors. Based on the results obtained, recommendations are made to improve the effectiveness of adult education under conditions of additional education. In conclusion, it is emphasized that high interest in knowledge affects the effectiveness of adult learning, and motivation for self-development and achievement leads to behaviour change.

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Edina, Márkus, Miklósi Márta, and Barabási Tünde. "Adult Learner’s Motivation for Learning from a Comparative Perspective." New Educational Review 63, no. 1 (March 31, 2021): 123–36. http://dx.doi.org/10.15804/tner.21.63.1.10.

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Liu, Zhencong, Ting Li, and Huiying Diao. "The Influence of Multi-assessment Model on the Motivation of Adults’ English Listening and Speaking Learning." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1086. http://dx.doi.org/10.17507/tpls.1009.11.

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Due to the long time away from campus, the difficulty in ensuring study time, and poor psychological condition, adults have much difficulties in learning English. The study of adult English learning motivation helps to understand the main purpose of adult English learning, and then from the actual needs of students, to improve the strategies to stimulate adult English learning. Based on the adult English listening and speaking course, this paper takes the third-grade students from Beijing International Studies University (Continual Education Institute) as an example to establish a multi-assessment model of self-assessment, peer assessment and teacher assessment, along with interview and reflective journal to explore the influence of multi-assessment model upon adult English learning. The result has shown that under the multi-assessment model, the motivation of adults to learn English is gradually changed from external factors driving to internal factors driving, from personal development to intrinsic interest. That is, they changed from being forced to learn English gradually to autonomous learning. This study further broadens the scope of the participants of the multi-assessment model and offers suggestions for adult English education in China.

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Vintere, Anna, Sarmīte Čerņajeva, and Jelena Koroļova. "Challenges in Work with Adults : the Situation Analysis in Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 248. http://dx.doi.org/10.17770/sie2014vol2.681.

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In the 21st century, people have to cope with continuous change and it is important that people could learn through-out their lives. To gain knowledge successfully throughout the lifetime, personality development psychology, personal needs and education motivation are seen as the more significant features. In order to identify the different age adults learning needs and motivation to learn, and to identify the learning characteristics, the article summarizes a number of case studies - situation analysis, which were done in the framework of Nordplus Adult Education Development project "How to challenge adults to teach adults".

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Zakirova, N. Sh. "ADULT MOTIVATION IN NON-FORMAL FOREIGN LANGUAGE EDUCATION, CORPORATE TRAINING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 5(91) (November 24, 2017): 14–19. http://dx.doi.org/10.35433/pedagogy.5(91).2017.14-19.

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Schenck, Andrew. "Building a Model of Employee Training through Holistic Analysis of Biological, Psychological, and Sociocultural Factors." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 1–15. http://dx.doi.org/10.4018/ijavet.2015070101.

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While theories of adult learning and motivation are often framed as being either biological, psychological, or sociocultural, they represent a more complex, integral process. To gain a more holistic perspective of this process, a study was designed to concurrently investigate relationships between a biological factor (age), psychological factors (motivation for training, perceived work limitations), and sociocultural factors (occupation, purpose of training, and work habits). The Assessment of Adult Literacy (NAAL) was used to elicit information about these factors in regards to work training. Data obtained was statistically correlated to age using the Spearman rank correlation coefficient. Results suggest that the interaction of multiple variables governs several shifts in motivation and need for training as adults age. Contrary to traditional theories of adult education, data suggest that a mixture of pedagogical and andragogical teaching styles is necessary for adult learners.

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TÜRKER, Murat Sami, and Halit ÇELİK. "Investigation of Syrian Refugees’ Motivations for Learning Turkish." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 65. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.65.

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Motivation undoubtedly plays an important role in learning a second language in that the whole process presupposes motivation to some extent. In the context of Syrian refugees, understanding the factors motivating learners is the very first step in the language learning process in that the refugees must first be integrated into the education system, which will soon facilitate adaptation to society. In this quantitative study, a cross-sectional survey model was employed to determine the reasons for Syrian adult refugees to learn Turkish and examine the influence of motivation on Turkish language achievement. The participants were Syrian adult refugees who learned Turkish as a second language in Turkey. The data of the study were obtained using a questionnaire including the “Motivation Scale for Learning Turkish as a Foreign Language” and the “Turkish Achievement Test” developed by the researchers. Data obtained from the motivation scale were analyzed quantitatively by using descriptive statistics, and the mean values and the standard deviations of the achievement test scores were calculated using SPSS. The results indicated that the main reasons Syrian refugees learn Turkish are professional career, academic career, survival needs and social adaptation. On the other hand, their motivations were found to be high, and it was revealed that refugees were mostly instrumentally motivated. While no significant differences were found in the level of motivation among of Syrian adult refugees in terms of their reasons for learning Turkish, the results clarified that motivation has a great role in raising proficiency in learning Turkish as a second language. Regarding the results of the study, it can be suggested that language teachers should be aware of various reasons of their learners to learn a language and seek ways to motivate them, which will support the learning process.

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Jeong, Bong-Hee, and Soo-Kyung An. "The Effects of Adult learners’ Motivation to Enter University on Convergence Major Perception: Focusing on the mediating effect of Educational Satisfaction." Korean Society for Holistic Convergence Education 27, no. 4 (December 31, 2023): 237–53. http://dx.doi.org/10.35184/kshce.2023.27.4.237.

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This study aimed to analyze the influence of adult learners' motivation for attending college and their satisfaction with education on the recognition of convergence majors, as well as how the motivation for college attendance impacts the recognition of convergence majors through educational satisfaction. The study focused on adult learners enrolled in a regular degree program at K University, which is implementing the LiFE (University Lifelong Education System Support Project) initiative. Empirical analysis was conducted based on responses from a total of 205 surveys. The analysis yielded several key findings. First, the study revealed that only the learning-oriented motivation, which pertains to the desire for higher education, significantly affected educational satisfaction. Second, it was observed that goal-oriented motivation, activity-oriented motivation, and learning-oriented motivation, all of which contribute to one's decision to enter university, had a substantial impact on the recognition of convergence majors. Third, the study established a significant correlation between educational satisfaction and recognition of convergence majors. Lastly, the fourth finding highlighted that educational satisfaction partially mediates the relationship between adult learners' motivation for attending college and the recognition of convergence majors. These findings carry important implications. The study results offer fundamental insights for shaping a lifelong education system in response to the evolving landscape of creative convergence. Furthermore, they provide guidance for defining educational directions regarding convergence majors for adult learners and structuring a relevant curriculum.

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Papaioannou, Vasiliki, Evaggelos Anagnou, and Dimitris Vergidis. "Adult Inmates’ Motivation for Participation in Educational Programs in Greece." International Education Studies 11, no. 6 (May 29, 2018): 132. http://dx.doi.org/10.5539/ies.v11n6p132.

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Adult Education in prisons aims at challenging the illiteracy of those incarnated, which often leads to delinquency and recidivism. In Greece there are educational programs designed for inmates like those of vocational training and counseling. With the establishment of Second Chance Schools (SCS) inside prisons, a more systematic and integrated effort was made for the overall development of trainees and their fullest participation in the economic, social and cultural life. In the past, little interest had been shown regarding the education of adult inmates. Lately, however, many studies have been conducted regarding the work that SCS provide. For this reason, a systematic review of the relevant bibliography and a compilation of the findings of the studies realized between 2006-2016, regarding the motives of inmates participating in the educational programs, was considered appropriate. The results demonstrate that the strongest motives have to do with the pains of imprisonment, the reduction of time the inmates had to serve, the enrichment of knowledge of the inmates, their self-improvement and the ability to acquire and develop essential skills for their rehabilitation in the societal and professional world.

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Alam, Mustabirin, Herminarto Sofyan, and Abdul Gafur. "Model of Facilitation and Collaborative Motivation (MFCM) for Adult Learning." International Journal of Adult, Community and Professional Learning 30, no. 2 (2023): 25–39. http://dx.doi.org/10.18848/2328-6318/cgp/v30i02/25-39.

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Kim, Dong-Ryool. "The Effect of Adult Learners' Motivation to participate in Lifelong Learning on Learning Transfer: The Mediating Effect of Learner Satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (November 15, 2023): 831–43. http://dx.doi.org/10.22251/jlcci.2023.23.21.831.

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Objectives The purpose of this study is to empirically analyze the relationship between lifelong learning partic-ipation motivation, learner satisfaction, and learning transfer for adult learners. Methods An empirical analysis was conducted by conducting a survey on 342 adult learners participating in life-long learning at lifelong education institutions located in the Seoul metropolitan area by multi-regression analysis and bootstrapping with SPSS statistical program. Results The following major results were derived. First, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a significant positive effect on learner satisfaction. Second, it was found that adult learners' learner satisfaction had a significant positive effect on learn-ing transfer. Third, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-ori-ented motivation were found to have a significant positive effect on learning transfer. Fourth, both number learn-ing-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a positive effect on learning transfer through learner satisfaction. Conclusions It was identified through empirical analysis that goal-oriented motivation is important for adult lear-ners' satisfaction and learning-oriented motivation is important to increase learning transfer.

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Carol Kasworm. "Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults (review)." Review of Higher Education 32, no. 2 (2008): 280–81. http://dx.doi.org/10.1353/rhe.0.0049.

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Furnham, Adrian, and Helen Cheng. "Childhood Intelligence Predicts Adult Trait Openness." Journal of Individual Differences 37, no. 2 (April 2016): 105–11. http://dx.doi.org/10.1027/1614-0001/a000194.

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Abstract. This study used a longitudinal data set of 5,672 adults followed for 50 years to determine the factors that influence adult trait Openness-to-Experience. In a large, nationally representative sample in the UK (the National Child Development Study), data were collected at birth, in childhood (age 11), adolescence (age 16), and adulthood (ages 33, 42, and 50) to examine the effects of family social background, childhood intelligence, school motivation during adolescence, education, and occupation on the personality trait Openness assessed at age 50 years. Structural equation modeling showed that parental social status, childhood intelligence, school motivation, education, and occupation all had modest, but direct, effects on trait Openness, among which childhood intelligence was the strongest predictor. Gender was not significantly associated with trait Openness. Limitations and implications of the study are discussed.

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Brown, Lisa R., Pamela McCray, Jeff L. Neal, and Lisa Caldwell-Serges. "Corporate Digital Literacy Mandates." International Journal of Advanced Corporate Learning (iJAC) 16, no. 2 (May 2, 2023): 18–36. http://dx.doi.org/10.3991/ijac.v16i2.35747.

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Envision an employee showing up faithfully every day for work but cognitively checked out every minute (i.e., quiet quitting). This article adapts a futurist perspective to describe the adult education pedagogy of experiential learning in juxtaposition to the limitations of behaviorist employee training incentives. The authors conceptually apply Spiral Dynamic Theory (SDT) based predictive strategies to capitalize on the assumptions of intrinsic and extrinsic motivation themes among contemporary adult workers. The field of Adult and Continuing Education caters its teaching and learning to people who are 25 years of age and older. As employees, they bring to the corporate work environment a unique set of skills and life experiences that require pedagogical delivery that is innovative and motivating. Research shows that older adults are often technology averse. Therefore, scaffolding the employee’s use of technology and social media as expectations of the work tasks could help improve low digital literacy and increase self-efficacy. This paper offers Spiral Dynamic Theory (SDT) as an instrument for adult training and professional development design.

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Fine, Gill A., D. M. Conning, Cella Firmin, Anne E. De Looy, M. S. Losowsky, I. D. G. Richards, and John Webster. "Nutrition education of young women." British Journal of Nutrition 71, no. 5 (May 1994): 789–98. http://dx.doi.org/10.1079/bjn19940184.

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White women aged 25–34 years (n 264) from the lower socio-economic classes (C2, D and E) were classified according to their motivation in respect of health and their educational attainment and arithmetical ability. They were randomly allocated to three groups. One group (test) was given a course in basic nutrition consisting of a video and booklet, each embellished with motivational material. Those classed as of low ability also received the training material in simplified format. A second group (control) received a video and booklet with no motivational or simplified materials. The third group (baseline) received no tuition and represented a control of publicly available information during the period of the experiment. The participants answered a series of questions by administered questionnaire to measure their nutritional knowledge before and one week after they viewed the video programme. All participants achieved significantly higher scores at the second questionnaire. The test and control groups achieved significantly higher scores than the baseline group but there was no significant difference between the test and control groups. The presentation of motivational or simplified materials had no significant effect on learning ability though those classified as more highly motivated and of higher ability achieved higher scores at each questionnaire. The results indicate that young adult females can be taught basic nutrition irrespective of their motivation or ability.

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Howard, Kenneth W. "A Comprehensive Expectancy Motivation Model: Implications for Adult Education and Training." Adult Education Quarterly 39, no. 4 (December 1989): 199–210. http://dx.doi.org/10.1177/0001848189039004002.

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Coutts, Leah. "Selecting motivating repertoire for adult piano students: A transformative pedagogical approach." British Journal of Music Education 35, no. 3 (June 13, 2018): 285–99. http://dx.doi.org/10.1017/s0265051718000074.

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Selecting repertoire that adult piano students find motivating and musically satisfying is more complex than simply finding pieces that are aurally pleasing. Drawing on theories of motivation, adult learning and transformative pedagogy, this practitioner-based study describes how the author learned to involve her students in the selection process, to align repertoire with their tastes and goals, and to understand the impact of students’ values, expectations and perceptions of learning on their engagement with repertoire learned. It is hoped that the experiences and theories shared herein inspire teachers to reflect on their own pedagogical choices regarding repertoire selection.

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Severinsen, Deborah, Lori Kennedy, and Salwa Mohamud. "Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review." Literacy and Numeracy Studies 26, no. 1 (December 18, 2018): 25–42. http://dx.doi.org/10.5130/lns.v26i1.6260.

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Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

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Terenko, Olena. "Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 7–12. http://dx.doi.org/10.2478/rpp-2019-0013.

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AbstractTypes of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.

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ÇAKIR, Hakkı, and Yusuf Alpaydin. "Influence of Organizational Culture on the Job Motivations of Lifelong Learning Center Teachers." Interdisciplinary Journal of e-Skills and Lifelong Learning 15 (2019): 121–33. http://dx.doi.org/10.28945/4443.

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Aim/Purpose: The aim of the research was to examine the relationship between the sub-dimensions of organizational culture perceptions, such as task culture, success culture, support culture, and bureaucratic culture and job motivations of ISMEK Lifelong Learning Center teachers. Background: It is thought that if teachers’ perceptions of organizational culture and levels of job motivation are assessed and the effects of school culture on the motivation level of teachers investigated, solutions to identified problems can be developed. Methodology: The study was conducted using survey research. The sample population consisted of 354 teachers working for the Istanbul Metropolitan Municipality’s Lifelong Learning Center (ISMEK). The personal information form prepared by the researchers, the School Culture Scale developed by Terzi (2005) and the Job Motivation Scale developed by Aksoy (2006) were administered to the teachers. Contribution: This study will contribute to research on the job motivations of teachers involved in adult education. Findings: The findings indicated that task culture differs according to gender. Teachers report high levels of job motivation, but job motivation varies with gender, education level, and number of years working at the ISMEK Lifelong Learning Center. A significant relationship was found between sub-dimensions of organizational culture and job motivation. Organizational culture explains more than half of the change in job motivation. The sub-dimensions of organizational culture, task culture, achievement culture, and support culture were found to be significantly predictive of job motivation. Recommendations for Practitioners: In order to increase motivation of teachers, a success-oriented structure should be formed within the organization. It is necessary for teachers and managers to support each other and to establish a support culture in their institutions. In order to establish a culture of support, managers need to receive in-service training. Recommendation for Researchers: This study was carried out in the ISMEK Lifelong Learning Center and similar studies can be done in classrooms, training centers, and study centers. Impact on Society: Teachers working in adult education should be afforded a more comfortable working environment that will positively impact job motivation, resulting in a higher quality of education for students. Therefore, this research may contribute to an increase in the number of students who engage in lifelong learning opportunities. Future Research: This qualitative study utilized a relational survey model. A more in-depth qualitative study employing observation and interviews is warranted.

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Kambara, Hitomi, Po-Yi Chen, Sachiko Adachi, and Yu-Cheng Lin. "Validating the adult motivation for reading scale with Japanese college students." International Journal of Educational Research 108 (2021): 101752. http://dx.doi.org/10.1016/j.ijer.2021.101752.

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Марусинець, Маріанна. "AUSTRIA`S EDUCATIONAL POLICY IN THE CONTEXT OF ADULT EDUCATION." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 2 (December 27, 2020): 30–35. http://dx.doi.org/10.35387/ucj.2(2).2020.30-35.

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The article analyzes the concept of «continuing education» determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing professional training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when the past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to «block» any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women's Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.

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Prusak, Keven A., Darren C. Treasure, Paul W. Darst, and Robert P. Pangrazi. "The Effects of Choice on the Motivation of Adolescent Girls in Physical Education." Journal of Teaching in Physical Education 23, no. 1 (January 2004): 19–29. http://dx.doi.org/10.1123/jtpe.23.1.19.

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This study examined the motivational responses of adolescent girls in the physical education setting to having choices of walking activities. Seventh and 8th grade girls (N = 1,110) in 42 intact physical education classes participated in this study. Classes were randomly assigned to choice (n = 21) and no-choice (n = 21) groups. Participants’ situational and contextual motivation was assessed using the Situational Motivation Scale (SIMS) and the Sport Motivation Scale for PE (SMSPE). The SIMS was administered every 3 days during the intervention. The SMSPE was administered as the pre- and posttest. Significant differences indicated that the choice group (a) was more intrinsically motivated, (b) had higher identified regulation, (c) experienced less external control, and (d) was less amotivated. Moderate to large effect sizes were noted. A significant difference in amotivation at the contextual level was noted. Results suggest that adolescent female PE students may be more motivated if given choices. The notion of emerging adult attitudes is presented and explored.

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Arthur, Lore, and Fran Beaton. "Adult foreign language learners: motivation, attitudes and behaviours." Language Learning Journal 21, no. 1 (June 2000): 31–36. http://dx.doi.org/10.1080/09571730085200081.

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Avraam, Sachpatzidis. "The necessity of Audio Visuals in Adult Education - An empirical study in Second Chance Schools in Greece." Proceedings of The World Conference on Teaching and Education 1, no. 1 (June 12, 2023): 36–48. http://dx.doi.org/10.33422/worldcte.v1i1.45.

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Starting from the basic principles and theories of Adult Education, the specific characteristics of adult learners, as well as the conditions for their effective education, the present study will attempt to present the importance of the use of audiovisual material (television, educational and non-educational, video, multimedia, etc.) in Adult Education in Second Chance Schools. For the effectiveness of education in adult population, it is useful to follow some prerequisites. The connection of learning with the needs of learners, as well as its voluntary nature are considered necessary elements. Still, for learning to be effective, careful structuring of the educational programme is needed, with clear reference of the educational objectives to the trainees. Also, personalisation in learning is considered particularly useful by incorporating the ways and pace of learning desired by the learners. Audiovisual media can be an important facilitator for adults in order to enable their active participation and overcome any obstacles on the path to the acquisition of new knowledge, since knowledge is made tangible through them. The use of audiovisual media, in contrast to traditional teaching methods, therefore, enhances adult learners' motivation to learn, since the combination of image and sound, as well as the charm of the codes of spectacle, make these media attractive, while at the same time allowing observation and enhancing group or practical exercises, they also contribute significantly to the process of self-education. Audiovisual media also promote self-activity, with an attempt to personalise teaching. The present research examined via a project the results of the use of audiovisual materials in an adult class of a second chance school in the suburbs of Athens. The results show the importance of use of audiovisual material in adult classrooms, not only for the new knowledge acquisition but also for the students’ satisfaction and motivation for the learning process.

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Syah, Rahmat. "ANALISIS MOTIVASI BELAJAR PESERTA DIDIK PADA PROGRAM KEAKSARAAN DASAR." Jurnal AKRAB 13, no. 1 (June 27, 2022): 54–60. http://dx.doi.org/10.51495/jurnalakrab.v13i1.422.

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Abstrak: Motivasi belajar merupakan hal yang penting dalam pembelajaran orang dewasa, khususnya motivasi yang dimiliki oleh peserta didik program keaksaraan dasar. Pentingnya motivasi belajar pada peserta didik keaksaraan dikarenakan sulitnya peserta didik orang dewasa dalam menyerap materi pembelajaran jika tidak memiliki motif yang kuat, terlebih lagi peserta didik program keaksaraan dasar yang menghendaki orang dewasa supaya memiliki kemampuan membaca, menulis, dan berhitung. Penelitian ini bertujuan untuk mendeskripsikan motivasi orang dewasa dalam mengikuti kegiatan baca tulis melalui Program Pendidikan Keaksaraan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi penelitian ini adalah seluruh peserta program keaksaraan yang tersebar di berbagai provinsi pada tahun 2021 dengan pengambilan sampel secara purposive sebanyak 265 responden. Analisis data yang digunakan adalah analisis deskriptif. Hasil menunjukkan bahwa terdapat beberapa motif kuatorang dewasa yang menjadi peserta didik program pendidikan keaksaraan dasar di antaranya adalah mengenal huruf, belajar keterampilan, menambah ilmu pengetahuan, ingin bisa belajar membaca dan menghitung, ingin membuat produk usaha, dan ingin merasakan sekolah. Hasil pengamatan menunjukkan bahwa motivasi membentuk sebuah pola, yaitu tekad untuk berbuat, menyediakan waktu belajar, serta sabar selama mengikuti pembelajaran. Kata-kata kunci: pendidikan keaksaraan dasar, motif belajar, pendidikan orang dewasa.Abstract: Learning motivation is important in adult learning, especially the motivation possessed by students inbasic literacy programs. The importance of learning motivation for literacy students is due to the diffi culty of adult students in absorbing learning materials if they do not have a strong motive, especially students of basic literacy programs that require adults to be able to read, write and count. This study aims to describe the motivation of adults in participating in reading and writing activities through the Literacy Education Program. This research uses a quantitative approach with a survey method. The population of this research is all students participating in the literacy program spread across various provinces in 2021 with a purposive sampling of 265 respondents. Analysis of the data used is descriptive analysis. The results show that there are several strong motives for literacy education participants to participate in literacy education programs including recognizing letters, learning skills, increasing knowledge, wanting to be able to learn to read and counting, wanting to make business products and wanting to feel school. In addition, students are moved to learn if they have a strong motivation to learn. The results of observations show that motivation form a pattern, namely the determination to act, provide study time, be patient in learning. Motivation to learn is one way to increase the effectiveness of learning.Keywords: basic literacy education, learning motives, adult education

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Bempechat, Janine, Maureen E. Kenny, David L. Blustein, and Joanne R. Seltzer. "Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model." Teachers College Record: The Voice of Scholarship in Education 116, no. 13 (April 2014): 232–52. http://dx.doi.org/10.1177/016146811411601310.

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This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.

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Journal articles on the topic 'Motivation in adult education'

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