Literacy Skills, Educational Attainment, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

• In Event: Motivation in Education SIG Poster Session: Motivational Processes and Effects

Abstract

This study examined how literacy skills, educational attainment, and nativity status (foreign-born vs. U.S. born) are associated with motivation to learn (MtL). Nationally representative data (N = 3,151) of adults between the ages of 40 and 65 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 = 0.01, p < 0.05) and post-secondary educational attainment (b = 0.17, p < 0.05) were associated with greater MtL. Additionally, foreign-born individuals tended to have (b = -0.15, 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.

Authors

• Shalini Sahoo, University of Maryland - Baltimore County

• Roberto Millar, University of Maryland - Baltimore County

• Takashi Yamashita, University of Maryland - Baltimore County

• Phyllis A. Cummins, Miami University