Motivational Factors in Adult Learning

Ipatia Apostolides

                                Motivational Factors in Adult Learning 

In higher education institutions, a significant factor that has been linked to academic success is motivation. Sogunro (2015) gives a working definition of motivation as, “what stimulates and sustains a learner toward accomplishing educational goals over time.” The source of motivation can be caused by intrinsic or extrinsic factors; intrinsic motivation comes from within the individual whereas extrinsic motivation comes from external sources. (Deckers, 2005).

 

According to Sogunro (2015), “...evidence abounds that students who lack motivation tend to achieve low academic success in higher education.” To research the top motivating factors for adult learners, Sogunro conducted a study on 203 graduate students (adult learners) with diverse backgrounds, race, and age; using qualitative (focus groups and interviews) and quantitative methods (questionnaire), eight motivating (intrinsic and extrinsic) factors were delineated:

 

1) Quality of instruction

2) Quality of curriculum (content/syllabus)

3) Relevance and pragmatism

4) Interactive classrooms and effective management practices

5) Progressive assessment and timely feedback

6) Self-directedness (Learner’s autonomy)

7) Conducive learning environment

8) Effective academic advising (2015)

 

 

The results showed that these top eight motivating factors had value in enhancing the will power of the adult students toward learning. However, perceptions varied, as seen in the standard deviations (s.d.) that ranged from  0.71 - 1.97. The above list shows the motivating factors in descending order; the “quality of instruction” was the most important motivational factor (s.d. 0.71) toward learning whereas “effective academic advising” was the least important (s.d. 1.71) (Sogunro, 2015). 

 

Although Sogunro’s study is compelling, the researcher failed to follow-up on the participants in the study. The only common criteria used in this study were that they were adult learners enrolled in a Master’s graduate program. There was an assumption that these adult learners were academically successful and would eventually graduate. In order for these results of the study to have value, this study should have reexamined the participants a few years later (to measure academic success, attrition rates, and graduation rates as compared to motivation). Also, 90% of the participants were employed full-time, and only 4% of the participants were enrolled full-time, which meant they would graduate at different rates; this would make it difficult to follow-up in a timely fashion.

 

 

REFERENCES

 

Deckers, L. (2005). Motivation: biological, psychological, and environmental (2^nded). Pearson.

 

Sogunro, O.A. (2015) Motivating factors for adult learners in higher education. International 

    Journal of Higher Education,4 (1), 22-37. doi: 10.5430/ijhe.v4n1p22