Adults' Motives for Returning to Study: The Role of Self-Authoring

Autor/in	Scanlon, Lesley
Titel	Adults' Motives for Returning to Study: The Role of Self-Authoring
Quelle	In: Studies in Continuing Education, 30 (2008) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
Schlagwörter	Adult Education; Adult Students; Professional Continuing Education; Lifelong Learning; Learning Motivation; Reentry Students; Competency Based Education; Socioeconomic Influences; Interviews; Economic Impact; Student Attitudes; Metacognition + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Berufsfeldbezogener Unterricht; Weiterbildung; Life-long learning; Lebenslanges Lernen; Motivation for studies; Lernmotivation; Zweiter Bildungsweg; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Sozioökonomischer Faktor; Interviewing; Interviewtechnik; Ökonomische Determinanten; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The contemporary political and economic context has ensured that adults continually return to education in order to avoid both social and economic marginalization. Adults make and remake themselves through a process of self-authoring a reflexive process through which they make contextual decisions about their life. This article examines the self-authoring of a group of adult students as they explore their motives for returning to further education. These motives are examined within a Schutzian framework which focuses the discussion on the origin of motives in the past experiences or future imaged experiences of the research participants. The motives are revealed as complex and multi-dimensional and provide a snapshot of the way a group of adults engage in reflexive self-authoring in order to facilitate life changes through education. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10