The influence of motivational orientations on academic achievement among working adults in continuing education

This paper reports on a study of five motivational orientations in continuing education among working adults. The influence of motivational orientations on their academic achievement was identified. The study involved 159 working adults who enrolled into part-time programs in an Open University in S...

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Bibliographic Details
Published in:International Journal of Training Research 2014-01, Vol.12 (1), p.5-15
Main Authors: Lee, Pei-Ling, Pang, Vincent
Format: Article
Language:English
Subjects:
Academic Achievement
Adult Basic Education
Adult Learning
Adult Students
Age
Andragogy
Boshiers Education Participation Scale
Career Development
College campuses
Continuing Education
Distance learning
Educational Attainment
Employment Experience
Foreign Countries
Higher education
Human capital
Individual Development
Item Response Theory
Learning Processes
Malaysia
Measures (Individuals)
Motivation
motivational orientations
Nontraditional students
Open universities
Part Time Students
part-time learning
Personal development
Postsecondary education
Predictor Variables
Prior Learning
Questionnaires
Scores
Student Motivation
Studies
Success
University students
working adults
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Summary:This paper reports on a study of five motivational orientations in continuing education among working adults. The influence of motivational orientations on their academic achievement was identified. The study involved 159 working adults who enrolled into part-time programs in an Open University in Sabah. Boshier's Education Participation Scale (EPS) and Neill's The University Students Motivation and Satisfaction Questionnaire 2 (TUSMSQ2) were adapted to form a thirty-item questionnaire, which was used to collect data about their motivational orientations, that is, personal development, career advancement, social pressure, social and communication improvement, and escapism. Analysis based on an Item-Response model reaffirmed the content validity of items in the questionnaire. The findings indicated that these working adults were highly motivated by career advancement in continuing education compared with the other four motivational orientations. However, the motivational orientations in continuing education varied based on their age, prior education level and length of working experience. Moreover, it was found that adults with higher motivation of personal development tended to perform better in their part-time learning. Some recommendations and directions for future studies are discussed.
ISSN:1448-0220
2204-0544
1464-5319
DOI:10.5172/ijtr.2014.12.1.5