Low-Numerate Adults, Motivational Factors in Learning, and Their Employment, Education and Training Status in Germany, the US, and South Korea

Autor/in	Liu, Huacong
Titel	Low-Numerate Adults, Motivational Factors in Learning, and Their Employment, Education and Training Status in Germany, the US, and South Korea
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 3, S.419-431 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Huacong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01108-x
Schlagwörter	Foreign Countries; Cross Cultural Studies; Adult Learning; Numeracy; Mathematics Education; Mathematics Teachers; Adults; Lifelong Learning; Learning Motivation; Employment Level; Resilience (Psychology); Personality Traits; Adult Education; Disadvantaged; Germany; United States; South Korea; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Adulte education; Adult training; Erwachsenenbildung; Rechenkompetenz; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Life-long learning; Lebenslanges Lernen; Motivation for studies; Lernmotivation; Beschäftigungsgrad; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Adult; Adults; Education; Adult basic education; Deutschland; USA; Korea; Republik
Abstract	Drawing on the PIAAC data, in this paper I examine how motivational factors such as motivation to learn and grit are related to low-numerate adults' employment status and their actual participation in lifelong learning in Germany, the United States and South Korea. In particular, the study uses PIAAC self-reported data on the degree to which the respondent "likes learning new things", and "likes to get to the bottom of difficult things" as proxies of motivational factors in adult learning. Findings show that across three countries both "motivation to learn" and "grit" have independent relationships with adults' employment status and actual participation in adult learning. Considering that low-skilled adults are the ones who need further learning the most, yet are repeatedly reported to have the lowest rate of participation in further learning, these findings highlight the "motivational factors" in adult learning. They also suggest that "motivation to learn" and "grit" may mitigate the disadvantages that 'vulnerable' adults experience due to low numeracy skills. Implications for mathematics educators and adult education research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01