Global motivation to learn and adult learning: A nomological network analysis and a four-year longitudinal study

Abstract

This study investigated motivation to learn (MtL), conceptualized at a global level of abstraction, and participation in adult learning and training (PAE). In Study 1 (N = 747, 65.1 % female; age: M[SD] = 43.21[12.09] years), the nomological network of global MtL revealed strong correlations with mastery goal orientation, intrinsic task value, need for cognition, and self-concept of ability. Cross-sectional associations with (past and planned) PAE were small to moderate. Based on the representative German PIAAC longitudinal study covering four years between 2012 and 2016 (N2012 = 4191, N2015 = 2502, N2016 = 2370) and using structural equation modeling, results from Study 2 support the hypothesis that global MtL affects PAE while controlling for level of education, employment, literacy, age, and sex. The results are discussed with respect to theoretical implications for the development of motivation theory and practical implications for the promotion of lifelong learning. Educational impact and implications statement This study examined adults' motivation to learn (MtL) at a global level of abstraction, overcoming previous limitations of focusing on specific educational settings or learning content. Global MtL may help to explain patterns of participation in adult education and training, particularly in relation to social inequalities. In addition, MtL may be malleable and thus amenable to targeted interventions, providing a starting point for promoting lifelong learning in adult populations.