Research Study on Motivation in Adult Education

Abstract

Lifelong learning is a frequent concept. In it, special emphasis is given to the actual initiative of an individual to educate himself and to take over the guidance of his education for his improvement and self-realisation during lifelong learning process. The education of adults embraces variable educational activities for adults as well as the system of institutions granting those activities and putting them into action. Adult education is also termed as further education or lifelong education. Adult education is a social, cultural and also a political phenomenon nowadays. The idea of lifelong learning is becoming the starting point of social paradigm of education. Education is implementing not only at school institutions but also during the whole life.

Vol 4 No 2 (Full Issue)

“…Beyond that, as it is established by authors like Green (2011), incorporation or reincorporation of adult education would promote social cohesion by providing a more egalitarian society. Despite some academics' interest in MAL (Van Vianen, 1997;Chao, 2009;González & Maeso, 2005;Houle, 1974;Oliveira, 2013;Gorges & Kandler, 2012;Hubackova & Semradova, 2014;Gengenfurten & Vauras, 2012), the study of the motivational aspects that can increase the participation of this social group to learning is still in an embryonic state. With our analysis we have tried to explore and demonstrate the complexity of the variables that compose these motivational factors, as well as underlying the difficulties of access to educational activities taking as example the countries of Italy and Spain.…”

“…In MA the utilitarian approach is also prominent (Houle, 1974;Oliveira, 2013;Gorges & Kandler, 2012;Hubackova & Semradova, 2014). According to it, MA age is in the core of the debate about motivation, with authors positioning themselves according to two different streams (Gengenfurten & Vauras, 2012): Age-related motivation decline theories (Kanfer & Ackerman, 2004) and Age-related motivation maintenance theories (Stipek, 1996;De Corte, 2003).…”

A Model to Build Performance for Batik Craftsmen in Competition Era

“…In order to establish the performance of the design of the batik craftsmen, important to note the factor with respect to the face of the competitive environment, such as learning characteristics, the design characteristics and performance of adults in competitive era, as stated in [31]- [32]- [33]- [34] , Characteristics of adult learning in the era of competition, further characterize the efforts to establish the expertise or professionalism [35], as the hallmark of excellence, where adults minimize learning structured process, as well as avoiding the training, but it requires the recognition of the phenomenon, in which learning style adults have criteria as follows: explorer [36], reflexive [37], self-actualizing agent [38]- [39], and integrator [40]- [41].…”

Neurobiological Bases of Learning and Their Role for the Paradigm Shift in Education

“…In this respect, the empirical evidence suggests that in adult education, respecting current abilities and updating them without devaluing what has already been learned is a strategy that works. We must also acknowledge that it is not possible to use a ladder approach or reward system to evaluate the mastery of new knowledge and skills, but rather it is preferable to use an evaluative system focusing on the use of newly acquired abilities (Hubackova & Semradova, 2014). We must consider a change from the formal approach without passing onto informality.…”

“…We cannot forget that the great educational revolution is the fruit of the industrial revolution and is born out of the necessity to train the worker for extant tasks; this is our starting point. We have more adults pursuing education, and teaching must update its methods in order to generate new knowledge (Hubackova & Semradova, 2014).…”