Dynamics of motivation of older adults in training programmes. A systematic review.

Autor/inn/en	Chinchilla, Francisco Lucas; González Blanco, María; Fortes González, Nelly; Montañés Muro, Pilar
Titel	Dynamics of motivation of older adults in training programmes. A systematic review.
Quelle	In: European journal for Research on the Education and Learning of Adults, 17 (2026) 2, S. 295-324Infoseite 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	10.25656/01:35724 10.3384/rela.2000-7426.6220
URN	urn:nbn:de:0111-pedocs-357248
Schlagwörter	Motivation; Teilnahme; Systematic Review; Erwachsenenbildung; Alter Mensch
Abstract	While educational programmes for older adults are critical for active ageing, their effectiveness depends on deeply understanding participation drivers beyond simplistic lists of motives. This systematic review synthesises evidence on motivations and barriers, reconceptualising motivation as a dynamic process that evolves from initial impulse to sustained engagement. Following PRISMA guidelines, 31 empirical studies regarding adults aged 50+ were synthesised. A multidimensional framework analysed the temporal evolution and functional axes (instrumental, social, eudaimonic) of motivation. Participation is often initiated by pragmatic instrumental or cognitive goals. However, sustained engagement is driven by social connection and eudaimonic pursuits. Instrumental goals often act as gateways, while barriers encompass multi-layered personal, technological, and structural factors. Motivation is a dynamic journey of pragmatic adaptation and existential expansion. Programmes must challenge 'one-size-fits-all' approaches, adopting flexible, person-centred ecosystems that attract learners with practical benefits while nurturing the evolving social goals crucial for well-being. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4