Adult vs. Traditional Learners: Motivational Profiles and Academic Outcomes

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Adult Learners in Higher Education Settings (Table 3)

Abstract

Motivation plays a pivotal role in determining academic success. Based on the Situated Expectancy Value Theory (SEVT), we aim to compare expectancy-value profiles between adult and traditional learners considering demographic factors including gender, race, and first-generation college student status, and examine how these profiles impact academic outcomes. Latent profile analysis yielded four profiles for both learners: Profile 1: Maladaptive Motivation; Profile 2: Balanced Adaptive Motivation; Profile 3: High Motivation-High Cost; Profile 4: Adaptive Motivation. Profile 4 (Adaptive Motivation) was predominant among adult learners (63%), whereas traditional learners displayed a more varied distribution. Significant associations were found between adult learners' profile and race and gender, and between adult learners' profile and achievements, but not for traditional learners.

Authors

• Sirui Ren, University of North Carolina - Chapel Hill

• Matthew L. Bernacki, University of North Carolina - Chapel Hill

• Nianbo Dong, University of North Carolina - Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill

• Leiming Ding, University of North Carolina - Chapel Hill

• Erin Windsor, College of Southern Nevada

• Jonathan C. Hilpert, University of Nevada - Las Vegas