Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making within Higher Education Programs

Autor/inn/en	Gardner, Alexander C.; Maietta, Heather N.; Gardner, Philip D.; Perkins, Niki
Titel	Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making within Higher Education Programs
Quelle	In: Adult Learning, 33 (2022) 1, S.15-31 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maietta, Heather N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159520988361
Schlagwörter	College Students; Adult Students; Student Motivation; Credentials; Decision Making; Full Time Students; Part Time Students; Educational Attainment; Gender Differences; Individual Differences; Work Experience + Suchen Sie Ihr Suchwort? Collegestudent; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schulische Motivation; Studienbuch; Decision-making; Entscheidungsfindung; Vollzeitstudium; Part-time students; Teilzeitstudent; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Individueller Unterschied; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01