Research Article
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Year 2019, Volume: 5 Issue: 1, 11 - 28, 26.06.2019
https://doi.org/10.19148/ijhbs.543980

Abstract

References

  • Allport, G. W. (1961). Pattern and Gowth in Personality. New York: Holt, Rinehart and Winston.
  • Becker, G. S. (1993). Human Capital. A Theoretical and Empirical Analysis, with Special Reference to Education. 3rd Edition, Chicago: University of Chicago Press.
  • Boshier, R. W., & Collins, J. B. (1985). The Houle typology after twenty-two years: A large-scale empirical test. Adult Education, 35(2), 113-130. doi: 10.1177.0001848185035003001
  • Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
  • Cross, K. P. (1981). Adults as Learners. Increasing Participation and Facilitating Learning. San Francisco: Jossey-Bass.
  • Darkenwald, G. G., & Merriam, S. B. (1982). Adult Education. Foundations of practice. New York: Harper and Row.
  • European Commission (2001). Commission of the European Communities. Making a European Area of Lifelong Learning a Reality. Retrived January 26, 2019, from http://viaa.gov.lv/files/free/48/748/pol_10_com_en.pdf
  • European Commission (2006). Communication from the Commission. Adult learning: It is never too late to learn, COM 614, 23.10.2006. Retrived December 13, 2019, from https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison Wesley.
  • Hiemstra, R., & Sisco, B. (1990). Individualizing instruction: Making learning personal, empowering, and successful. San Francisco: Jossey-Bass.
  • Houle, C.O. (1961). The inquiring mind. Madison. WI: University of Wisconsin Press.
  • Jarvis, P. (1987). Adult learning in the social context. Volume 78, London and New York: Routledge. Taylor & Francis Group.
  • Jarvis, P., & Wilson, A. L. (2002). International dictionary of adult and continuing education (Rev. ed.). London: Kogan Page.
  • Kidd, J. R. (1973). How adults learn. New York: Association Press.
  • Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
  • Knowles, M. S., & Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass.
  • Knowles, M. S., Holton, E. F. & Swanson, R. A. (2012). The adult learner. The Definitive Classic in Adult Education and Human Resource Development. Seventh Edition, London and New York: Routledge. Taylor & Francis Group.
  • Knox, A. B. (1977). Adult development and learning. San Francisco: Jossey-Bass.
  • Kocayörük, E. (2010). Pathways to Emotional Well-Being and Adjustment in Adolescence: The Role of Parent Attachment and Competence. International Online Journal of Educational Sciences, 2(3), 719-737. Retrieved June 27, 2019, from http:// https://www.researchgate.net/publication/49591625_Pathways_to_Emotional_Well- Being_and_Adjustment_in_Adolescence_The_Role_of_Parent_Attachment_and_Competence
  • Kocayörük, E., Altıntaş, E., Şimşek, Ö. F., Bozanoğlu, İ., & Çelik, B. (2018). Ontological wellbeing of university students: A cluster-analysis approach. Hacettepe University Journal of Education, 33(3), 550- 564. doi: 10.16986/HUJE.2017032927
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
  • Mahler, F. (1983). Introduction to Juventology. București: Scientific and Encyclopaedic Publishing House.
  • Maslow, A. (1970). Motivation and Personality. New York: Harper & Row.
  • Merriam, M. S., & Caffarela, R. (1991). Learning in Adulthood. A comprehensive guide. San Francisco: Jossey-Bass.
  • Mezirow, J. (1978a). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University.
  • Mezirow, J. (1978b). Perspective transformation. Adult Education, 28, 100-110. doi: 10.1177/074171367802800202
  • Mezirow, J. (2000). Learning to Think Like an Adult. Core Concepts of Transformation Theory. In J. Mezirow et al. (Eds.), Learning as Transformation. Critical Perspectives on a Theory in Progress (pp. 3-33). San Francisco: Jossey-Bass.
  • Mitkovska, S. J. (2010). The need of continuous professional teacher development. Procedia – Social and Behavioral Sciences. 2(2), 2921-2926. OECD (1973). Recurrent Education: A strategy for Lifelong Learning. Paris: Organization for Economic Cooperation and Development.
  • Price, F., & Kadi-Hanifi, K. (2011). E‐motivation! The role of popular technology in student motivation and retention. Research in Post-Compulsory Education, 16(2), 173-187. doi: 10.1080/13596748.2011.575278
  • Rubenson, K. (1977). Participation in recurrent education: A research review. Paris: Center for Educational Research and Innovation Organization for Economic Cooperation and Development.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68-78. doi: 10.1037110003-066X.55.1.68
  • Sălăvăstru, D. (2004). The psychology of education, Iași: Polirom Publishing House.
  • Sillamy, N. (1996). Dictionary of psychology. București: Univers Enciclopedic Publishing House.
  • Maurer, T. J. (2001). Carrer-relevant learning and development, worker age, and beliefs about self-efficacy for development, Retrived January 24, 2019, from https://doi.org/10.1177/014920630102700201
  • Tough, A. (1971). The Adult's Learning Projects. A Fresh Approach to Theory and Practice in Adult Learning. Austin, Texas: Learning Concepts.
  • UNESCO (1979). Resolutions. Records of the General Conference Twentieth Session. Twentieth Session, Volume 1. Retrived February 7, 2019, from http://ulis2.unesco.org/images/0011/001140/114032EO.pdf
  • Urbańczyk, F. (1975). Didactics for adults, București: EDP.
  • Wlodkowski, R. J. (1989). Instructional design and learner motivation. In K. A. Johnson & L. J. Foa (Eds.), Instructional design: New alternatives for effective education and training (pp. 47-60). New York: McMillan.

Study On Adult Learning Motivation

Year 2019, Volume: 5 Issue: 1, 11 - 28, 26.06.2019
https://doi.org/10.19148/ijhbs.543980

Abstract

There are several
theories and models that explain adult learning. In adulthood, people are
self-directed, they resort to experiential and transformative learning.
Influenced by a number of bio-psycho-socio-cultural aspects, adult learning is
based on strong motivation. In recent decades, there have been explored various
reasons that stimulate people to engage in continuous learning or training
activities. People have different purposes and interests, to which they give a
less or greater importance. Some people are strongly motivated to have
professional success, others are more interested in positive social contacts
(the need for affiliation) or in interpersonal power (the need for power).
Starting from these considerations, we developed a study on adult motivation.
The adults included in the sample are trainees of the University of Craiova,
enrolled in the psycho-pedagogic module, postgraduate. The proposed goal is to
identify the reasons that are the basis of lifelong learning. We have assumed
that there is a wide range of reasons that determine adults to learn, and that
it is necessary to know them exactly when designing and unfolding the
educational programs they are involved in. The research instrument we have used
is the questionnaire and the results obtained from its application are the
starting point in the discussions and conclusions of this study.

References

  • Allport, G. W. (1961). Pattern and Gowth in Personality. New York: Holt, Rinehart and Winston.
  • Becker, G. S. (1993). Human Capital. A Theoretical and Empirical Analysis, with Special Reference to Education. 3rd Edition, Chicago: University of Chicago Press.
  • Boshier, R. W., & Collins, J. B. (1985). The Houle typology after twenty-two years: A large-scale empirical test. Adult Education, 35(2), 113-130. doi: 10.1177.0001848185035003001
  • Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
  • Cross, K. P. (1981). Adults as Learners. Increasing Participation and Facilitating Learning. San Francisco: Jossey-Bass.
  • Darkenwald, G. G., & Merriam, S. B. (1982). Adult Education. Foundations of practice. New York: Harper and Row.
  • European Commission (2001). Commission of the European Communities. Making a European Area of Lifelong Learning a Reality. Retrived January 26, 2019, from http://viaa.gov.lv/files/free/48/748/pol_10_com_en.pdf
  • European Commission (2006). Communication from the Commission. Adult learning: It is never too late to learn, COM 614, 23.10.2006. Retrived December 13, 2019, from https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison Wesley.
  • Hiemstra, R., & Sisco, B. (1990). Individualizing instruction: Making learning personal, empowering, and successful. San Francisco: Jossey-Bass.
  • Houle, C.O. (1961). The inquiring mind. Madison. WI: University of Wisconsin Press.
  • Jarvis, P. (1987). Adult learning in the social context. Volume 78, London and New York: Routledge. Taylor & Francis Group.
  • Jarvis, P., & Wilson, A. L. (2002). International dictionary of adult and continuing education (Rev. ed.). London: Kogan Page.
  • Kidd, J. R. (1973). How adults learn. New York: Association Press.
  • Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
  • Knowles, M. S., & Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass.
  • Knowles, M. S., Holton, E. F. & Swanson, R. A. (2012). The adult learner. The Definitive Classic in Adult Education and Human Resource Development. Seventh Edition, London and New York: Routledge. Taylor & Francis Group.
  • Knox, A. B. (1977). Adult development and learning. San Francisco: Jossey-Bass.
  • Kocayörük, E. (2010). Pathways to Emotional Well-Being and Adjustment in Adolescence: The Role of Parent Attachment and Competence. International Online Journal of Educational Sciences, 2(3), 719-737. Retrieved June 27, 2019, from http:// https://www.researchgate.net/publication/49591625_Pathways_to_Emotional_Well- Being_and_Adjustment_in_Adolescence_The_Role_of_Parent_Attachment_and_Competence
  • Kocayörük, E., Altıntaş, E., Şimşek, Ö. F., Bozanoğlu, İ., & Çelik, B. (2018). Ontological wellbeing of university students: A cluster-analysis approach. Hacettepe University Journal of Education, 33(3), 550- 564. doi: 10.16986/HUJE.2017032927
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
  • Mahler, F. (1983). Introduction to Juventology. București: Scientific and Encyclopaedic Publishing House.
  • Maslow, A. (1970). Motivation and Personality. New York: Harper & Row.
  • Merriam, M. S., & Caffarela, R. (1991). Learning in Adulthood. A comprehensive guide. San Francisco: Jossey-Bass.
  • Mezirow, J. (1978a). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University.
  • Mezirow, J. (1978b). Perspective transformation. Adult Education, 28, 100-110. doi: 10.1177/074171367802800202
  • Mezirow, J. (2000). Learning to Think Like an Adult. Core Concepts of Transformation Theory. In J. Mezirow et al. (Eds.), Learning as Transformation. Critical Perspectives on a Theory in Progress (pp. 3-33). San Francisco: Jossey-Bass.
  • Mitkovska, S. J. (2010). The need of continuous professional teacher development. Procedia – Social and Behavioral Sciences. 2(2), 2921-2926. OECD (1973). Recurrent Education: A strategy for Lifelong Learning. Paris: Organization for Economic Cooperation and Development.
  • Price, F., & Kadi-Hanifi, K. (2011). E‐motivation! The role of popular technology in student motivation and retention. Research in Post-Compulsory Education, 16(2), 173-187. doi: 10.1080/13596748.2011.575278
  • Rubenson, K. (1977). Participation in recurrent education: A research review. Paris: Center for Educational Research and Innovation Organization for Economic Cooperation and Development.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68-78. doi: 10.1037110003-066X.55.1.68
  • Sălăvăstru, D. (2004). The psychology of education, Iași: Polirom Publishing House.
  • Sillamy, N. (1996). Dictionary of psychology. București: Univers Enciclopedic Publishing House.
  • Maurer, T. J. (2001). Carrer-relevant learning and development, worker age, and beliefs about self-efficacy for development, Retrived January 24, 2019, from https://doi.org/10.1177/014920630102700201
  • Tough, A. (1971). The Adult's Learning Projects. A Fresh Approach to Theory and Practice in Adult Learning. Austin, Texas: Learning Concepts.
  • UNESCO (1979). Resolutions. Records of the General Conference Twentieth Session. Twentieth Session, Volume 1. Retrived February 7, 2019, from http://ulis2.unesco.org/images/0011/001140/114032EO.pdf
  • Urbańczyk, F. (1975). Didactics for adults, București: EDP.
  • Wlodkowski, R. J. (1989). Instructional design and learner motivation. In K. A. Johnson & L. J. Foa (Eds.), Instructional design: New alternatives for effective education and training (pp. 47-60). New York: McMillan.
There are 38 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Vali Ilie This is me 0000-0002-5354-4787

Publication Date June 26, 2019
Submission Date March 24, 2019
Published in Issue Year 2019 Volume: 5 Issue: 1

Cite

APA Ilie, V. (2019). Study On Adult Learning Motivation. International Journal of Human and Behavioral Science, 5(1), 11-28. https://doi.org/10.19148/ijhbs.543980