Adults' learning motivation: Expectancy of success, value, and the role of affective memories

Gorges, Julia; Kandler, Christian

doi:10.1016/j.lindif.2011.09.016

Cited by 73 publications

(75 citation statements)

References 39 publications

(43 reference statements)

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“…Motivation can be seen as the purposeful actualisation of motives within a specific situation where motivation emphasises the readiness or the willingness to change, depending on specific situations and time (Long 2007). Gorges and Kandler (2011) add to the definition of learning motivation in that they are of opinion that it can also be seen as a function of expected success (for instance: can I pass a specific course?) and subjective value of a learning activity (for example: do I want to register for the course and why?).…”

Section: Importance Of Motivation Within Self-directed Learningmentioning

confidence: 99%

Embedding motivation in the self-directedness of first-year teacher students

Toit-Brits

Zyl

2017

SAJHE

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This article investigated the relation between learning motivation and self-directedness in learning of first-year teacher students. Self-directed learning is characterized as one of the fastest growing areas of research in the past forty years. Self-directed learning can be regarded as an essential skill in the 21st century and it implies that the acquisition of school subject knowledge alone is not sufficient; skills such as critical thinking, resource identification and responsibility to learn should be emphasised. Furthermore, a student with a high level of self-directedness in learning can set educational objectives and also reach these objectives as well as successfully avail themselves of opportunities beyond the boundaries of formal education, which can accordingly lead to career success and economic growth. Although the value of self-directed learning can be overstated, students find it difficult to keep up with the academic pace due to the leap from secondary to tertiary education. It turns out that first-year students qualify on paper for university admission, but in fact they cannot acquire the necessary academic skills (including self-directed learning). Despite the lack of self-directed learning activities in secondary education De Lange et al. (2010) mention several factors that can affect teaching and learning (as well as self-directed learning) of a student, namely a lack of motivation. From the above statement it is evident that a lack of motivation may have an effect on a student's self-directedness in learning. Learning motivation is the driving force behind the implementation of self-directed learning activities although learning motivation is characterized as one of the most popular research dimensions in the area of self-directed learning.In an attempt to explain the above context and interpret this study, an interpretivistic qualitative research design was followed. The main research findings of this article included that learning motivation is the driving force behind self-directed learning, and therefore it enables students to

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Section: Importance Of Motivation Within Self-directed Learningmentioning

confidence: 99%

Embedding motivation in the self-directedness of first-year teacher students

Toit-Brits

Zyl

2017

SAJHE

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“…[45]). The effects of motivation on behaviour choice and persistence [6] are well known, and motivation has been related to learning behaviour [39,44], academic success [73], writing [112], and computer technology use [104]. The social aspect of motivation can be seen in the influence of encouragement or discouragement from social peers.…”

Section: Social Processesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements baseline for a virtual environment to support the societal participation education of low-literates (VES-SEL), based on an analysis of the domain, human factors, and current applications. Four major outcomes are presented. First, a comprehensive overview is collected of the operational demands and human factors knowledge relevant to societal participation learning for low-literate citizens. Second, this overview is translated into a list of eight functional requirements: focused on low-literate learners, set in the context of societal participation, and supported by claims of cognitive, affective, and social benefits to learning. Third, a sample of Dutch societal participation learning support programs is assessed using these requirements, to highlight both current technology best practices and discrepancies between theory and practice. Fourth, virtual learning environment technology is suggested as an 'enabling' technology; an overview is shown of how virtual environments, actors, and objects can beneficially enable meeting the requirements baseline. Finally, directions for future study are discussed.

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“…Beyond that, as it is established by authors like Green (2011), incorporation or reincorporation of adult education would promote social cohesion by providing a more egalitarian society. Despite some academics' interest in MAL (Van Vianen, 1997;Chao, 2009;González & Maeso, 2005;Houle, 1974;Oliveira, 2013;Gorges & Kandler, 2012;Hubackova & Semradova, 2014;Gengenfurten & Vauras, 2012), the study of the motivational aspects that can increase the participation of this social group to learning is still in an embryonic state. With our analysis we have tried to explore and demonstrate the complexity of the variables that compose these motivational factors, as well as underlying the difficulties of access to educational activities taking as example the countries of Italy and Spain.…”

Section: Discussionmentioning

confidence: 99%

“…In MA the utilitarian approach is also prominent (Houle, 1974;Oliveira, 2013;Gorges & Kandler, 2012;Hubackova & Semradova, 2014). According to it, MA age is in the core of the debate about motivation, with authors positioning themselves according to two different streams (Gengenfurten & Vauras, 2012): Age-related motivation decline theories (Kanfer & Ackerman, 2004) and Age-related motivation maintenance theories (Stipek, 1996;De Corte, 2003).…”

Section: Mature Adults and Motivations For Learning From The Utilitamentioning

confidence: 99%

“…This innovative approach promotes a new conception of education (UNESCO, 2010) which states that the differentiation between pedagogy and andragogy is senseless (Gorges & Kandler, 2012). Some authors argue that people don't transform into adult learners: their needs and motivations to learn remain the same (Norman, 1999), and the limits between ages are more fluid (UNESCO, 2010).…”

Section: Mature Adults and Motivations For Learning From The Utilitamentioning

confidence: 99%

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