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Title
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Exploring learner profiles among low-educated adults in second-chance education : individual differences in quantity and quality of learning motivation and learning strategies
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Author
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Abstract
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| Research on learning strategies and learning motivation in different educational contexts has provided valuable insights, but in this field, low-educated adults remain an understudied population. This study addresses this gap by means of a person-oriented approach and seeks to investigate whether quantitatively and qualitatively different learner profiles can be distinguished among low-educated adults in second-chance education (SCE) by relating three key components of learning: learning motivation, regulation and processing strategies. Five hundred twelve adult learners of six SCE-institutions filled in a Learning and Motivation questionnaire. Latent profile analysis showed the presence of motivational profiles differing both in quantity and quality (i.e. good- versus poor-quality and high- versus low-quantity motivational profiles) and regulatory profiles being distinct in the use of regulation strategies (i.e. self-regulated versus unregulated profiles). Mainly quantitatively different processing profiles were found among low-educated adults (i.e. active, moderate, inactive processing profiles). When integrating all three components of learning, analyses identified two more optimal motivational-learning profiles, combining good-quality motivation with a moderately active use of self-regulation and processing strategies (i.e. good-quality motivation - self-regulated - active processing profile and good-quality motivation - moderate profile) and two more suboptimal profiles in which poor-quality or low-quantity motivation was combined with the inactive use of self-regulation and processing strategies (i.e. poor-quality motivation - unregulated - inactive processing profile, low-quantity motivation - unregulated - inactive processing profile). A fifth motivational-learning profile exhibited a pattern of poor-quality motivation combined with a moderately-active use of self- regulation and processing strategies. |
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Language
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English
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Source (journal)
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European journal of psychology of education. - Lisboa, 1986, currens
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Publication
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New york
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Springer
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2024
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ISSN
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0256-2928
[print]
1878-5174
[online]
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DOI
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10.1007/S10212-024-00834-5
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Volume/pages
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(2024)
, p. 1-25
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ISI
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001201211500001
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Full text (Publisher's DOI)
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Full text (open access)
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The author-created version that incorporates referee comments and is the accepted for publication version Available from 12.04.2025
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Full text (publisher's version - intranet only)
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