Motivational Profiles of Adult Learners

Autor/inn/en	Rothes, Ana; Lemos, Marina S.; Gonçalves, Teresa
Titel	Motivational Profiles of Adult Learners
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 67 (2017) 1, S.3-29 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713616669588
Schlagwörter	Learning Motivation; Learning Strategies; Independent Study; Profiles; Gender Differences; Adult Education; Employment Level; Educational Attainment; Learner Engagement; Foreign Countries; Questionnaires; Self Management; Academic Ability; Self Concept; Teacher Attitudes; Correlation; Statistical Analysis; Multivariate Analysis; Portugal + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium; Charakterisierung; Profilanalyse; Geschlechterkonflikt; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Beschäftigungsgrad; Bildungsabschluss; Bildungsgut; Ausland; Fragebogen; Selbstmanagement; Selbstkonzept; Lehrerverhalten; Korrelation; Statistische Analyse; Multivariate Analyse
Abstract	This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement, and learning. The study showed that groups of learners who have high autonomous motivation in the beginning of a course score higher in self-efficacy and later on in behavioral engagement and use of deep-learning strategies, whereas those who have controlled motivation alone or low levels of both types of motivation have worse results. Additionally, the study showed motivational differences according to adult learners' gender, educational level, and occupational status. The influence of the Portuguese adult education system on the results and the implications of the study for the practice of adult education are also discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01