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

Yamashita, Takashi; Smith, Thomas J.; Sahoo, Shalini; Cummins, Phyllis

doi:10.1186/s40536-022-00119-7

Cited by 14 publications

(15 citation statements)

References 42 publications

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“…What can be seen is that agency and conversion factors are the most occurring combination of two concepts in the 109 articles (identified in 36% of the articles). Furthermore, in terms of combinations of three concepts, twelve articles (11%) covered the combination of agency, conversion factors and benefits and results (Alkire, 2005; Allmendinger et al, 2011; Booker et al, 2021; Boyadjieva & Ilieva-Trichkova, 2018; Evans et al, 2013; Eynon & Malmberg, 2021; Field & Lynch, 2015; Hachem, 2022; Hammond & Feinstein, 2005; Leung & Liu, 2011; Rubenson & Desjardins, 2009; Yamashita et al, 2022). The outcomes of the analysis of all identified articles are presented in the following sections.…”

Section: Methodsmentioning

confidence: 99%

What makes adults choose to learn: Factors that stimulate or prevent adults from learning

Broek

Linden

Kuijpers

et al. 2023

Journal of Adult and Continuing Education

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Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what makes adults choose to learn. It starts by applying a capability approach perspective to adult learning to evaluate whether adults have freedom to value learning and, whether they can effectively turn this freedom into learning. This conceptual framing puts certain concepts in the spotlight, namely, ‘agency’, ‘conversion factors’ and ‘benefits of learning’, which were further explored through a narrative literature review analysing 109 articles. This resulted in an exploration of these concepts and their interplay feeding into a conceptual model, opening new perspectives for evaluating whether adults have equal opportunities to value adult learning and turn their willingness into actual learning. This model supports future empirical studies aimed to understand participation and non-participation of adults in learning that can in turn feed policy makers with better insights and tools to develop interventions actually provide the right encouragements for adults to learn.

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Section: Methodsmentioning

confidence: 99%

What makes adults choose to learn: Factors that stimulate or prevent adults from learning

Broek

Linden

Kuijpers

et al. 2023

Journal of Adult and Continuing Education

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“…It is also found that women are more likely to perceive education and learning as a means of achieving economic advancement than men (Wlodkowski and Ginsberg, 2017). Yamashita et al (2022) consider MtL to be a necessary prerequisite for AET participation. In an academic setting, MtL was found to increase the use of metacognition and is associated with better learning as well as superior performance (Klein et al , 2006).…”

Section: New Line Of Inquiry: Influence Of Motivation To Learn and Co...mentioning

confidence: 99%

“…Individuals who are self-motivated to learn and people who take the learn initiative and accrue their competencies are found to be more successful in their entrepreneurial endeavors (Tseng, 2013). Therefore, MtL which is considered a prerequisite to adult education and training (AET) participation (Yamashita et al, 2022) can be thought of to be true in the context of WE as well. And, as the primary distinguishing factor between necessity and opportunity WEM arises from self-will and voluntary initiation, we hypothesize that NEC and OPP have an influence on MTL: P1.…”

Section: Influence Of Necessity and Opportunity Motivation On Learnin...mentioning

confidence: 99%

Women entrepreneurial motivation and business performance: the role of learning motivation and female entrepreneurial competencies

Lingappa

L.R.

Shetty

2023

ICT

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Purpose The purpose of this paper is to present a conceptual model that explains how necessity and opportunity start-up motivation affects firm performance among women entrepreneurs (WEs) through the mediating influences of motivation to learn (MtL) and women entrepreneurial competencies (WEC). Design/methodology/approach Necessity (NEC) and Opportunity (OPP) motivation is used as the guiding theory to acknowledge the contraries of women entrepreneurial motivation. Female Entrepreneurial Competency (FEC) framework is used as a basis for WEC. Embedded in this reasoning, MtL and FECs are integrated into the conceptual model to understand the connection between start-up motivation and business performance among WEs in a developing economy. Findings To date, there is a limited understanding of how learning motivation and competencies together explain the business performance of WEs through the lens of their differences in start-up motivation. In this respect, this conceptual model advances scholarly insights by conceptualizing the relationship between NEC and OPP motivation, and business performance through the mediating influences of MtL and WECs. Research limitations/implications The proposed conceptual model does not consider any aspects other than entrepreneurial motivation, learning motivation and competencies related to business performance such as access to finance, sociocultural aspects and personality traits. Practical implications The proposed conceptual model can contribute to academics by adding to the body of knowledge on women entrepreneurship. It can also aid policymakers in understanding the critical link between differentials in start-up motivation and firm performance through the mediating influences of learning motivation and competencies, thus potentially providing a basis for formulating focused skilling strategies for WEs. Originality/value This paper proposes a unique conceptual framework that incorporates theories of learning motivation and FECs to examine the critical link between start-up motivation and business performance among WE.

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“…Motivation to learn is critical for higher education (Yamashita et al, 2022 ). Lack of motivation is significantly related to high attrition rates in online higher education (Lucey, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…A recent study revealed that low motivation and enjoyment were associated with a low sense of belonging at university (Pedler et al, 2022 ). Therefore, improvement in motivation and enjoyment in their studies are essential elements, which can impact student achievement and contribute to student retention (Hernik & Jaworska, 2018 ; Yamashita et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Barriers and Facilitators of Robot-Assisted Education in Higher Education: A Systematic Mixed-Studies Review

et al. 2023

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Lack of motivation and enjoyment is a challenge that many students face. Due to the current coronavirus pandemic, many lessons are not being conducted face-to-face. However, the use of robots has been proven able to alleviate this challenge. This review explores the barriers and facilitators of robot-assisted education among higher education students. Ten databases were comprehensively searched for studies in English. Both published and unpublished studies were considered without a time limit. A systematic mixed-studies review was adopted and the mixed method appraisal tool was used to assess the methodological quality of the selected articles. The qualitative and quantitative findings were then synthesized via thematic and narrative syntheses, respectively. To integrate these two sets of findings, a result-based convergent synthesis was performed. A total of 28 studies covering 1689 higher education students across 14 countries were eventually used for the analysis. Most of these studies had average to high methodological quality. Two barrier themes were identified from these studies, namely, poor audio verbatim from the robots, and disruption and restrictions from software and hardware of the robot. Meanwhile, three themes related to facilitators were identified, namely, greater engagement in learning, facilitation in remote learning, and knowledge enhancement. The use of robot-assisted education has been proven to improve student learning in higher education. Robot-assisted education is an alternate educational technique that can be utilized to supplement and augment ongoing teaching arrangements. Future studies should examine a specific type of robot in a comparable learning environment. Supplementary Information The online version contains supplementary material available at 10.1007/s10758-022-09637-3.

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

Cited by 14 publications

References 42 publications

What makes adults choose to learn: Factors that stimulate or prevent adults from learning

What makes adults choose to learn: Factors that stimulate or prevent adults from learning

Women entrepreneurial motivation and business performance: the role of learning motivation and female entrepreneurial competencies

Barriers and Facilitators of Robot-Assisted Education in Higher Education: A Systematic Mixed-Studies Review

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