Learning and activity-based motivation of an adult: psychological essence and structure

- Лук’янова, Лариса Борисівна (orcid.org/0000-0002-0982-6162), Добровскі, Томаш (orcid.org/0000-0001-6184-140X) and Валасік, Мажена (orcid.org/0000-0002-0153-4464) (2023) Learning and activity-based motivation of an adult: psychological essence and structure Освіта дорослих: теорія, досвід, перспективи, 2 (24). pp. 10-25. ISSN 2308-6386

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Abstract

The authors of the review article consider learning motivation as a structural component of an adult's learning activity in different dimensions and contexts. It is noted that the possibility of the adult learners’ motivation management, which is significantly close to the motivation of personal growth in content, is a leading feature in the organization of an adult's learning activity. It is substantiated that a combination of factors (personal, situational) plays a remarkable role in motivating an adult to learn, and that gives grounds to consider motivation as a person's tendency to the certain behavior reflecting his or her own desires, takes into account the requirements of the environment in order to adapt to changing conditions and obtain satisfaction. There are presented the results of the analysis of separate andragogical concepts in which the conditions of adult learning activity are determined by motivation (in particular, the models of adult learning motivation by M. Crowder and K. Pupinin; the models of interaction chain by P. Cross; the concepts of «field forces» by H. Miller, the models of «Paradigm of Expected Value» by K. Rubenson). The authors highligh the points of view on stimulating the motivation of adult learning by two types of factors – external factors and intrinsic motives, among them the intrinsic motivation is the most powerful (M. Knowles, R. Wlodowski). The theory of E. Deci and R. Rean is analyzed, and the point of view of Ukrainian psychologists V. Romenets and I. Manokha on the potential adult motives, which are values, interests, ideals of the society, is presented. As a separate component of the essence of human motives for adult learning, the author analyzes the G. Allport's concept of dual motivation, which is manifested in the simultaneous motivated adaptation to the environment and the desire for growth or self-realization. It was made certain generalizations about the need to take into account the peculiarities of the organization of the adult learning process, which are largely determined by a set of motivational factors.

Item Type:	Article
Keywords:	motives; motivation; learning activity; an adult.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Andragogy Department
Depositing User:	Директор Лариса Борисівна Лук'янова
Date Deposited:	19 Aug 2025 10:39
Last Modified:	19 Aug 2025 10:39
URI:	https://lib.iitta.gov.ua/id/eprint/746308

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