ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Dispositional factors affecting motivation during learning in adult basic and secondary education programs
dc.contributor.author | Mellard, Daryl F. | |
dc.contributor.author | Krieshok, Thomas S. | |
dc.contributor.author | Fall, Emily C. | |
dc.contributor.author | Woods, Kari | |
dc.date.accessioned | 2017-06-28T20:18:51Z | |
dc.date.available | 2017-06-28T20:18:51Z | |
dc.date.issued | 2013-04-01 | |
dc.identifier.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 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/24692 | |
dc.description | The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-012-9413-4. | en_US |
dc.description.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. | en_US |
dc.publisher | Springer Verlag | en_US |
dc.subject | Adult literacy | en_US |
dc.subject | Persistence | en_US |
dc.subject | Motivation | en_US |
dc.subject | Goals | en_US |
dc.subject | Hope | en_US |
dc.title | Dispositional factors affecting motivation during learning in adult basic and secondary education programs | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Mellard, Daryl F. | |
kusw.kuauthor | Krieshok, Thomas | |
kusw.kuauthor | Fall, Emily | |
kusw.kuauthor | Woods, Kari | |
kusw.kudepartment | Center for Research on Learning | en_US |
dc.identifier.doi | 10.1007/s11145-012-9413-4 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC3668796 | en_US |
dc.rights.accessrights | openAccess |
Files in this item
This item appears in the following Collection(s)
-
Center for Research on Learning Scholarly Works [125]
This collection contains publications by researchers and faculty affiliated with the Center for Research on Learning.