Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Abstract

The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes and confidence. Recent theories that deal with 'powerful learning environments ' (Fraser, 2002) stress that the teacher should not look only at the physical aspects of the environment in which learning takes place, but also at the learner's perceptions and beliefs. The importance of multiple aspects of learning environments will be stressed and some recommendations for improving the effectiveness of these environments will be given. Additionally, some theoretical concepts of learning environments will be reviewed. We will examine empirically the differences and correlations that occur in adult learners' motivation and attitudes due to their psycho-social and physical learning environment. An international comparison between various post-socialist countries has also been carried out.

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