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CNAA / Theses / 2007 / June /

The learning motivation at adult ages from the perspective of lifelong education concept

Author: Liliana Posţan
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Vladimir Guţu
doctor habilitat, professor, Moldova State University
Scientific council:


The thesis was presented on the 1 June, 2007
Approved by NCAA on the 20 September, 2007


Adobe PDF document0.23 Mb / in romanian


CZU 74, 37 (09)

Adobe PDF document 0.80 Mb / in romanian
165 pages


Adult, andragogics, the concept of lifelong education, permanent education, diagnostics of learning motives, motive, motivational sphere/domain, learning motivation, needs, interest-attitude, formal, informal and nonformal learning, the motivation paradigm, standards, age


The paper treats the issue of motivation of learning at adult ages from the perspective of lifelong learning concept. It includes the theoretical analysis of the interaction of binome age-learning from the motivational perspective, the analysis of theoretical approaches with regard to motivation of learning at adult ages, and the analysis of motivational valences of the concept of lifelong education.

As a result of theoretical analyses, it has been concluded that adult motivation to learning is process-situational; affectively it is determined by previous educational experiences and present fears; it is stimulated by the social-professional possibilities, requirements and needs; and relays on affective, cognitive and action structures of the trained person. The motivational influences of adult learning developed at the level of system and process have an anticipative, actual and future character and determines the longitudinal principle of the paradigm of how to motivate adults to learn.

The experimental paradigm focuses on the principle of interdependency of habitual motivation and actual/current motivation of adult learning (Hans Lowe). It represents a systematized complex of andragogical principles, techniques, and methods applied at the level of system and process of education in order to motivate adults for lifelong learning.

The formative experiment has been developed as an operational step of the adults learning motivation algorithm on the basis of andragogical paradigm of learning motivation at adult ages. In this respect, it has been made use of an objective component of learning process – the training program focused on professional standards/professional training.

The formative pattern of motivating adults to learn was built on the basis of interest-attitude (a relatively stable motivational element) and the success/performances/adequate competence (professional competitiveness) (current needs). The dynamics of interest-attitude towards learning registers positive results thanks to implementing “success living/feeling” strategies and performance registering versus a standard. Adults with a better attitude towards learning (habitual motivation) prove a higher efficiency, due to actual motivations, launched as a result of applying development strategies: operational-organizational, communicative-organizational, and reflexive-organizational.