Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

Abstract

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

The Influence of Value Components on Motivation to Learn ESL

“…On the contrary, a study done by Omolu (2018) on 84 students enrolled in the English Education Study Program at FKIP Universitas Muhammadiyah Palu, Indonesia revealed that full time students with high levels of motivation were proven to have better academic achievement compared to part time students who were employed. To explain the differing results of the two previous studies, one study conducted by Gardner et. al (2022) on part time and full time students at eight different institutions in the Midwest of the U.S.A revealed that those who study full-time were more extrinsically motivated while part-time students were more intrinsically motivated because of the need to balance work and home responsibilities.…”

Development and validation of an instrument to measure Chinese post-secondary and part-time students’ motivation to learn accounting in Hong Kong

“…However, for the current study, we take a close look at the perspectives of psychology examined by Smith and Pourchot (2013) and the social identity theory used by Brown (2000) to help in our analysis and discussion of adult motivation in learning. We follow Gardner et al (2022) in sorting intrinsic and extrinsic factors, while we adopt Chen and Liu’s (2019) categorization of personal, social, familial, and educational dimensions.…”

Adult Education Attendance and Postsecondary Outcomes

“…While the theoretical model indicates that skills and attendance might causally affect postsecondary enrollments, Perna's model points to many aspects of learners' personal and ecological contexts, such as learners' knowledge about educational options and the local availability of educational programs, that could mutually affect both adult education attendance and postsecondary enrollments. Theories of adult education, or andragogy (see, Knowles, 1980), emphasize additional aspects of behavior, including motivation (Gardner, Maietta, Gardner, & Perkins, 2021), that influence adult education attendance and postsecondary enrollments. More generally, adult education attendance is a behavioral (endogenous) outcome, and we need to interpret empirical associations with this in mind.…”