2019 Annual Conference

Adult Development

Shared Concurrent Session (Approx. 12 or 20 minutes)

The objective of this study is to examine the associations between motivation to learn, basic skills (i.e., literacy and numeracy), and adult education and training (AET) participation among older learners. Motivation to learn was associated with both formal and non-formal AET participation in later life.

The target audience includes those involved in motivating older students to learn, those involved in developing teaching and learning strategies, those involved in student services, and those involved in recruiting. Considering the wider benefits of lifelong learning (e.g., economic well-being), investing time and resources on motivation to learn and basic skills may lead to an increase in participation in adult education and training.  At the same time, removing barriers to AET participation and providing skill matched AET programs may require policy level interventions. Gaining an understanding of motivational factors for older students could help educators design more effective educational programs.

As a result of attending this session, participants will be able to explain predictors of participation in nonformal AET and formal AET. In addition, participants will be able to describe the role of motivation in older AET participation. Participants will also gain a better understanding of the benefits of AET participation.

This study examined the roles of motivation to learn and basic skills (i.e., literacy and numeracy) in the context of adult education and training (AET) participation among middle-aged and older adults. Technological advancement and globalization necessitate individuals to engage in lifelong learning to actively participate in society. However, motivation to learn and basic skills are understudied in relation to the AET participation in the U.S. adult populations.  Data came from the 2012/2014 Program for International Assessment of Adult Competencies restricted use file and adults aged 50 years and older (n = 2,580) are included. Path models are used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the motivation to learn latent construct, literacy, numeracy, and covariates. Results showed that the motivation to learn, literacy and numeracy are all positive predictors of non-formal AET participation. Only motivation to learn is associated with formal AET participation. Findings from this study contribute to future interventions well as policy discussions to promote specific types of organized AET programs in later life. With increased focus on state-level credential attainment goals, this topic is especially timely.

A PowerPoint presentation will be provided and there will be opportunities for interaction with the audience throughout the presentation.  Members of the audience involved in instruction of older students will be called upon to share their views and experiences, especially experiences related to motivational strategies.  In addition, we will seek comments from those in the audience involved in recruiting older students and techniques used to motivate students to enroll in adult learning programs. This will be an opportunity for a sharing of ideas on how best to facilitate positive outcomes for older students.