"Why don't they participate?" Reasons for nonparticipation in adult learning and education from the viewpoint of self-determination theory.

Autor/inn/en	Kalenda, Jan; Kocvarová, Ilona
Titel	"Why don't they participate?" Reasons for nonparticipation in adult learning and education from the viewpoint of self-determination theory.
Quelle	In: European journal for Research on the Education and Learning of Adults, 13 (2022) 2, S. 193-208Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:25177 10.3384/rela.2000-7426.3535
URN	urn:nbn:de:0111-pedocs-251770
Schlagwörter	Bildungsverhalten; Empirische Untersuchung; Bildungsbarriere; Einstellung (Psy); Selbstbestimmung; Selbstbestimmungstheorie; Motivation; Partizipation; Erwachsenenbildung; Lebenslanges Lernen; Bildungsteilnahme; Tschechische Republik
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1