Dispositional and Socio-Environmental Drivers of Adult Learning: Evidence from Singapore’s Public Sector

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Disposition, Identity and Intention: Understanding Adult Learning and Educational Engagement

Abstract

This study investigates the psychological and socio-environmental factors influencing adult participation in skills training. Drawing on a survey of 200 public service officers in Singapore, we assessed 16 learning-related psychological constructs and their relationship with motivations, barriers, and training intentions. Results reveal that intrinsic interest, perceived value of learning, curiosity, goal orientation, time and risk preferences were positively associated with training participation. Demographic differences emerged, with gender, age, and education shaping motivations and perceived barriers. Our findings contribute to the adult learning literature by highlighting the role of dispositional mindsets, with implications for targeted lifelong learning policies that support motivation, address informational gaps, and tailor outreach based on learners’ psychological profiles and demographic contexts

Authors

• Charmaine Tan, Agency for Science, Technology and Research

• Walter Theseira, Singapore University of Social Sciences