Motivation to learn by age, education, and literacy skills among working-age adults in the United States

被引：7

作者：

Yamashita, Takashi ^{[1
]}

Smith, Thomas J. ^{[2
]}

Sahoo, Shalini ^{[3
]}

Cummins, Phyllis A. ^{[4
]}

机构：

[1] Univ Maryland Baltimore Cty, Dept Sociol Anthropol & Publ Hlth, Publ Policy Bldg,PUP252,1000 Hilltop Circle, Baltimore, MD 21250 USA

[2] Northern Illinois Univ, Dept Educ Technol Res & Assessment, De Kalb, IL USA

[3] Univ Maryland, Gerontol PhD Program, Baltimore, MD USA

[4] Miami Univ, Scripps Gerontol Ctr, Oxford, OH USA

来源：

LARGE-SCALE ASSESSMENTS IN EDUCATION | 2022年 / 10卷 / 01期

关键词：

Lifelong learning; Adult education; Alignment optimization; MEASUREMENT INVARIANCE; GOAL ORIENTATION; PARTICIPATION; ATTITUDES; BARRIERS; OUTCOMES; IMPACT;

D O I：

10.1186/s40536-022-00119-7

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study highlighted how particular intersections of personal characteristics were related to Motivation to Learn (MtL) among adults. MtL is a prerequisite for adult education and training participation. However, little is known about MtL across subpopulations due to several methodological limitations. This study developed a national profile of MtL by key subpopulations that are defined by combinations of age, gender, education level, and literacy proficiency in the United States. Data were obtained from 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted use file (N= 8400). The alignment optimization (AO) method was employed to estimate subpopulation means of a PIAAC-based latent MtL construct. Subpopulations with younger age, greater educational attainment, and higher literacy proficiency showed significantly greater MtL.

引用

页数：20

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