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Dispositional factors affecting motivation during learning in adult basic and secondary education programs
Mellard, Daryl F. Krieshok, Thomas S. Fall, Emily C. Woods, Kari
Mellard, Daryl F.
Krieshok, Thomas S.
Fall, Emily C.
Woods, Kari
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Abstract
Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students’ goals, goal-directed thinking and action based on hope theory and attendance behaviors, and self-perceptions of competency based on affective domain attributions about external and internal obstacles to learning and employment, and demographic factors. Among 274 ABE/ASE students, those learners who made an education gain in 1 year significantly differed from those who did not in only a few dispositional or demographic variables; and by educational level they significantly differed in a wide variety of dispositional and demographic variables. These findings suggest researchable questions and programmatic considerations that may lead to future innovations that improve learner persistence.
Description
The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-012-9413-4.
Date
2013-04-01
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Publisher
Springer Verlag
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Keywords
Adult literacy, Persistence, Motivation, Goals, Hope
Citation
Mellard, D. F., Krieshok, T., Fall, E., & Woods, K. (2013). Dispositional factors affecting motivation during learning in adult basic and secondary education programs. Reading and Writing, 26(4), 515–538. http://doi.org/10.1007/s11145-012-9413-4