Literaturnachweis - Detailanzeige
Autor/inn/en | Sahoo, Shalini; Millar, Roberto J.; Yamashita, Takashi; Cummins, Phyllis A. |
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Titel | Literacy Skills, Immigration and Motivation to Learn among Adults in the U.S. |
Quelle | (2020), (5 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Learning Motivation; Adults; Immigrants; Lifelong Learning; Educational Attainment; Literacy; Adult Education; Reading Skills; Writing Skills; Place of Residence; Cultural Influences; Job Skills; Program for the International Assessment of Adult Competencies (PIAAC) Motivation for studies; Lernmotivation; Immigrant; Immigrantin; Immigranten; Life-long learning; Lebenslanges Lernen; Bildungsabschluss; Bildungsgut; Alphabetisierung; Schreib- und Lesefähigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Wohnort; Cultural influence; Kultureinfluss; Produktive Fertigkeit |
Abstract | This study examined how literacy skills and nativity status (foreign-born vs. U.S. born) are associated with motivation to learn (MtL). Nationally representative data (N = 8,670) of adults between the ages of 18 years old and older years were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models showed that higher literacy skills (0-500 points) (b = 0.159, p < 0.05) were associated with greater MtL. Additionally, foreign-born individuals tended to have (b = -0.064, p < 0.05) lower MtL than U.S.-born individuals. Limited literacy skills, educational attainment, and being an immigrant are potential barriers to motivation towards life-long learning participation among middle-aged adults. [This paper was published in: J. P. Egan (Ed.), "Proceedings of the Adult Education in Global Times Conference." Ottawa, ON: Canadian Association for the Study of Adult Education." (ISBN 978-0-920056-53-0).] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |