Readiness to Learn Among Adults with Low Skills

Smith, Megan L.; Smith, Thomas J.; Rose, Amy D.; Ross-Gordon, Jovita M.

doi:10.1002/9781119261407.ch8

Cited by 4 publications

(7 citation statements)

References 20 publications

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“…These results suggest that socioeconomic (e.g., education) characteristics as well as the basic skills like literacy are an important predictor of MtL and ,in turn, lifelong learning, aligning with Boeren and colleagues’ (2010) adult education participation model. Also, higher educational attainment and literacy skills may indicate positive experiences in previous adult education and training, and greater readiness for further learning (Smith et al, 2015). Last, we found that, among middle-aged adults, foreign-born adults had lower MtL than those who were born in the United States.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, a study that examined AET, reported positive and significant relationships between basic skills (both literacy and numeracy) and AET participation among individuals between 25 to 65 years old in the United States (Liu et al, 2019). Basic skills can be considered a part of one’s readiness to learn, and as such, lack of literacy skills is likely to discourage adults to participate in lifelong learning (Smith et al, 2015).…”

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confidence: 99%

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Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

et al. 2021

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Research on factors associated with motivation to learn (MtL) is limited, particularly among middle-aged adults and immigrants. This study examines educational attainment, literacy skills, and nativity (foreign-born vs. native-born) as predictors of MtL in middle-aged adults living in the United States. Nationally representative data of middle-aged adults between the ages of 40 and 65 years were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were used to assess the validity of the latent MtL construct and to examine the associations with the selected determinants in middle-aged adults. Postsecondary education degrees and higher literacy skills were linked with greater MtL. However, foreign-born individuals had lower MtL than their US-born counterparts. Educators and researchers should be aware of lower educational attainment, limited literacy skills, and being an immigrant as possible demoting factors of MtL, and in turn, barriers to lifelong learning participation among middle-aged adults.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

et al. 2021

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“…For example, with respect to skill development, Cincinnato et al (2016) analyzed PIAAC data and found that the impacts of parents’ education and one’s own educational attainment on participation in adult education were partially explained by an adult’s readiness to learn. Smith, Rose, Ross-Gordon, and Smith (2015) examined the impact of readiness to learn on cognitive and ICT skills and skills use using the U.S. PIAAC data. They found that readiness to learn indirectly links education to skills use, and it buffers the negative effects of low levels of education on cognitive and ICT skills.…”

Section: Discussionmentioning

confidence: 99%

“…They found that readiness to learn indirectly links education to skills use, and it buffers the negative effects of low levels of education on cognitive and ICT skills. Taking the findings from the Smith et al (2015) and Cincinnato et al (2016) studies with those in the current study, it is hypothesized that augmenting readiness to learn is a promising strategy for enhancing skills. For example, taking the time to discover adults’ skills and interests and offering opportunities for further development of those skills and interests, may allow adults to find greater meaning in the work they do while igniting new curiosities and skills (Smith et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Taking the findings from the Smith et al (2015) and Cincinnato et al (2016) studies with those in the current study, it is hypothesized that augmenting readiness to learn is a promising strategy for enhancing skills. For example, taking the time to discover adults’ skills and interests and offering opportunities for further development of those skills and interests, may allow adults to find greater meaning in the work they do while igniting new curiosities and skills (Smith et al, 2015). While Smith and his colleagues’ proposed strategies may have been framed in the context of the workplace, connecting individuals’ interests and skills from one domain to another has been shown to have merit within education settings also (Pellegrino & Hilton, 2013).…”

Section: Discussionmentioning

confidence: 99%

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Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Gray

2018

Adult Education Quarterly

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With the U.S. adult education system providing education services to millions of immigrants annually, understanding the unique skills and assets among adult immigrant learners is important. Using data from the U.S. Program for the International Assessment of Adult Competencies, this study used data on immigrants ( n = 1,873) to identify latent classes along dimensions of human and social capital. Latent class analysis indicated five discrete profiles: High Opportunity, Upskill Ready, Satisfactorily Skilled, Motivated and Engaged, and Highly Skilled. The results provide support for using customized education approaches to capitalize on the collection of assets adult learners have while concurrently increasing education service providers’ capacity to serve.

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Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Patterson¹

2022

Learning Disability Quarterly

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Adults with learning disabilities (LD) face educational and employment challenges and may also have other disabilities and health conditions. Little is known about these adults’ numeracy skills and how they use numeracy at work or home. The article’s objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author conducted descriptive and regression analyses of 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC) data. Findings are presented on assessed numeracy skills and skill use, relationships of use and skills, and skill use among seven groups of adults with LD. Compared with the general population, adults with LD have lower mean numeracy scores. Skill use at home adds to the variance explained in numeracy skills, which suggests that using numeracy skills matters in gaining skills. Knowing the relationships of assessed numeracy skills with skill use helps educators implement strategies to support adult program completion. Implications of findings are discussed for adult educators and policymakers.

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Readiness to Learn Among Adults with Low Skills

Cited by 4 publications

References 20 publications

Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

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