Motivation to learn by age, education, and literacy skills among working‑age adults in the United States

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dc.contributor.authorYamashita, Takashi
dc.contributor.authorSmith, Thomas J.
dc.contributor.authorSahoo, Shalini
dc.contributor.authorCummins, Phyllis A.
dc.date.accessioned2022-03-30T13:39:42Z
dc.date.available2022-03-30T13:39:42Z
dc.date.issued2022-03-07
dc.description.abstractThis study highlighted how particular intersections of personal characteristics were related to Motivation to Learn (MtL) among adults. MtL is a prerequisite for adult education and training participation. However, little is known about MtL across subpopulations due to several methodological limitations. This study developed a national profile of MtL by key subpopulations that are defined by combinations of age, gender, education level, and literacy proficiency in the United States. Data were obtained from 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted use file (N = 8400). The alignment optimization (AO) method was employed to estimate subpopulation means of a PIAAC-based latent MtL construct. Subpopulations with younger age, greater educational attainment, and higher literacy proficiency showed significantly greater MtL.en_US
dc.description.sponsorshipIn this research, Takashi Yamashita, Thomas, J. Smith and Phyllis A. Cummins and were partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A170183 to Miami University and University of Maryland, Baltimore County. The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education.en_US
dc.description.urihttps://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-022-00119-7en_US
dc.format.extent20 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2x01e-5oye
dc.identifier.citationYamashita, T., Smith, T.J., Sahoo, S. et al. Motivation to learn by age, education, and literacy skills among working-age adults in the United States. Large-scale Assess Educ 10, 1 (2022). https://doi.org/10.1186/s40536-022-00119-7en_US
dc.identifier.urihttps://doi.org/10.1186/s40536-022-00119-7
dc.identifier.urihttp://hdl.handle.net/11603/24464
dc.language.isoen_USen_US
dc.publisherSpringeren_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Sociology and Anthropology Department Collection
dc.relation.ispartofUMBC Student Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.titleMotivation to learn by age, education, and literacy skills among working‑age adults in the United Statesen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0003-2325-126Xen_US

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