Session Information
99 ERC SES 08 A, Systematic Literature Review
Paper Session
Contribution
Motivation plays a crucial role in adult learning and education. In view of the rapid development of society and the transformation of the world in which we live, the concept of lifelong learning is becoming increasingly important (Ilie, 2019). Although motivation for adult learning is one of the classic research topics in the field of adult education, it has received relatively little empirical attention in the last decade (Boeren 2012a, 2012b; Kalenda & Kočvarová, 2021).
Considering the importance of lifelong learning, which is central to personal and professional development, it is essential to understand what motivates adults to engage in learning (Sogunro, 2014) and apply this knowledge in practice. Understanding the factors that drive adults to pursue further education is critical for educators, policymakers, and employers (Gardner et al., 2021).
The topic of adult motivation for learning is important for several reasons. First, motivated adults are more likely to actively engage in the learning process and persist through challenges (Sogunro, 2014). This increases the chances that adults will complete their education in both formal and non-formal settings.
Second, adult learners are often driven by practical considerations such as applying newfound knowledge or skills to their work or daily responsibilities. This makes it possible to discern what direction the current revision of the curricula should take to reflect the current needs and demands of adults (Creighton & Hudson, 2002).
Third, adults could improve their chances of success in the labour market through further organised learning (Boeren et al., 2012a).
Finally, successful completion of training programmes can motivate adults to participate in further education even more, increase their self-esteem and self-confidence, improve working conditions and increase belief in their own abilities (Mara, Cascón-Pereira, & Brunet Icart, 2022)
This presentation will bring the systematic review aimed at exploring the motivations of adults for education, considering both the individual and environmental factors that influence their decision to participate in educational programs. The main objective of this review study is to describe the relationship between motivation and adult learning through an analysis of published empirical studies since the 1960s. A secondary aim is to provide an overview of the directions and trends that these two interrelated concepts have taken.
In this presentation, we address the following research questions:
- Which topics within adult motivation and learning were discussed in the studies?
- Which theories were applied in the studies?
- Which methodologies were used in the studies?
- In which geographical/cultural setting research was done?
In this systematic review, we will examine the existing literature on adult education motivation to identify key themes, trends, and gaps in the current understanding of this topic. By synthesizing the findings from a range of studies, we aim to provide a comprehensive overview of the motivational factors that influence adults' decisions to engage in educational activities. Our review will contribute to a deeper understanding of adult education motivation and provide valuable insights for practitioners and researchers in the field.
Method
In order to collect relevant and comprehensive data for this review study, we conducted a thorough literature search using two key databases. We worked with Web of Science and Scopus databases. We selected the keywords "Motivation" AND "Adult Education". This resulted in 676 research studies. We further worked with the result and defined the selection conditions, which were a focus on the thematic areas of "Social Sciences" and "Psychology". Subsequently, we selected the document type "Article". We have reached a total of 417 studies. We then chose the last category, namely studies in English only. This brings us to the result of 362 studies, covering the period of 1960 to 2023. Based on the abstract, we excluded the irrelevant ones. The selected studies will be subjected to a more in-depth analysis. Our orientation will be to follow the development of the topic, the theories and methodology used, the geographical/culture location of the researchers.
Expected Outcomes
This review study will offer an overview of research on motivation in adult education research between 1960 and 2023. The paper will offer a new periodisation of the development of adult education research focused on motivation and show the structure of research with respect to prevailing topics, theories, methodology, geographical setting of research.
References
1.BOEREN, E., HOLFORD, J., NICAISE, I., & BAERT, H. (2012a). Why do adults learn? Developing motivational typology across twelve European countries. Globalisation, Societies and Education, 10(1), 247–269. https://doi.org/ 10.1080/14767724.2012.678764. 2.BOEREN, E., NICAISE, I., ROOSMAA, E. L., & SAAR, E. (2012b). Formal Adult Education in the spotlight: Profiles, motivation, and experiences of participants in 12 countries. In S. Riddel, J. Markowitsch, & E. Weeden (Eds.), Lifelong learning in Europe: Equality and efficiency in balance (pp. 63–86). Bristol: Polity Press. 3.CREIGHTON, S., HUDSON, L. (2002). Participation Trends and Patterns in Adult education: 1991 to 1999: Statistical Analysis report. http://www.education.rekom.ru/2_2007/32.html. 4.GARDNER, A., MAIETTA, H N., GARDNER, P D., & PERKINS, N. (2021). Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs. Adult Learning, 33(1), 15-31. https://doi.org/10.1177/1045159520988361. 5.ILIE, V. (2019). Study on adult learning motivation. The International Journal of Human and Behavioral Science, 5(1), 11-28. doi: 10.19148/ijhbs.543980. 6.KALENDA, J., & KOČVAROVÁ, I. (2021). Od mimoprofesní seberealizace k nezbytnosti pracovně orientovaného vzdělávání: Proměna motivace k neformálnímu vzdělávání dospělých v ČR. Sociologický časopis / Czech Sociological Review, Vol. 57, No. 1: 75–100 https://doi.org/10.13060/csr.2021.001. 7.Mara, L.-C., Cascón-Pereira, R., & Brunet Icart, I. (2022). Perceptions of empowerment and motivation as outcomes of a continuing vocational education and training (CVET) programme for adults. Education + Training, Vol. 64 No. 3, pp. 433-444. https://doi.org/10.1108/ET-12-2020-0389. 8.SOGUNRO, O. A. (2014). Motivating Factors for Adult Learners in Higher Education. International Journal of Higher Education, 4(1). doi:10.5430/ijhe.v4n1p22.
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