Term
Summer 2024
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Julia Reimer
Secondary Advisor/Reader One
Scott Helland
Peer-Reviewer/Reader Two
Sally Welsh
Abstract
This study investigated how adult learners describe their educational motivation. Twenty-four adult students from two adult education programs responded to a cross-sectional survey focused on intrinsic and extrinsic motivations for pursuing continued education. The survey items consisted of both Likert scale statements and short responses. The data collected led to the conclusion that no definitive description of motivation would allow for a single reactive change to adult curriculum. The research indicates a significant overlap in intrinsic and extrinsic motivational impact. The resulting answer to the research question was that motivation is interrelated and not divided cleanly between intrinsic and extrinsic motivation categories. Three scales were created to measure the latent variables: motivation, extrinsic motivation, and intrinsic motivation. The results indicated how learners describe their motivation to pursue education is interrelated and overlapping. The conclusion of this research data suggests the need for individualization in programming content, methodology, and support.
Research Methodology
Survey (attitude scale, opinion, questionnaire)
Keywords
Achievement, Adult Education, Motivation, Teachers/ Teaching
Recommended Citation
Swanson, Hailey, "Perception of Motivation on Adult Student Academic Achievement" (2024). School of Education and Leadership Student Capstone Theses and Dissertations. 4605.
https://digitalcommons.hamline.edu/hse_all/4605
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations