“Why don’t they participate?” Reasons for nonparticipation in adult learning and education from the viewpoint of self-determination theory

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2022-01-25 DOI:10.3384/rela.2000-7426.3535

Jan Kalenda

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引用次数: 1

Abstract

The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-determination theory (SDT). Based on that we have created the research tool “Motivation to Nonparticipation Scale” (MNP-S), which measures three factors: extrinsic motivation, intrinsic motivation, and amotivation. The empirical research was conducted with a representative sample of adults (N = 943, age: 19 to 81 years) who had not participated in ALE. Contrary to theoretical assumptions of SDT, amotivated adults do not predominate among nonparticipants, with the main subjective reasons for nonparticipation based on intrinsic or extrinsic motivations.

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“他们为什么不参与?”从自我决定理论看成人学习教育不参与的原因

本研究涉及不参与成人学习和教育(ALE)的感知原因，借鉴了有关终身学习动机、成人对教育的态度和性格障碍研究的现有研究。本研究的目的是确定成年人不参加ALE的主观原因/动机以及影响他们不参加ALE的因素。为此，我们借鉴了自我决定理论(SDT)。在此基础上，我们创建了研究工具“不参与动机量表”(MNP-S)，该量表衡量三个因素:外在动机、内在动机和动机。实证研究选取未参加ALE的成人(N = 943，年龄19 ~ 81岁)为代表性样本。与SDT的理论假设相反，有动机的成年人在非参与者中并不占主导地位，不参与的主要主观原因是基于内在或外在动机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).