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.
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页数：20
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