Running Head: FACTORS IN ADULT MOTIVATION 1

Factors in Adult Motivation within Higher Education:

Implications for Effective Teaching

Sarah Sampe

Northern Arizona University

FACTORS IN ADULT MOTIVATION 2
Factors in Adult Motivation within Higher Education:

Implications for Effective Teaching

Adult motivation has been thoroughly researched (Ritchey & Dean, 2014). Motivators

vary from being a role model to children to the desire for personal accomplishment (Kimmel &

McNeese, 2006). Finding what motivates learners to learn is important to student success in

higher education (Sogunro, 2015; Ritchey & Dean, 2014). Effective teaching practices and

strategies can be informed by learning about what motivates adult learners. It is important for

instructors to learn what motivates their students and what prevents them from learning (Lieb,

1991). Strategies that motivate adult learners focus on what the adult is learning and why they

need to learn it (Lieb, 1991). Understanding what motivates adults is important to implementing

strategies in the higher education classroom.

Factors in Adult Motivation

Lieb (1991) stated that there are at least six factors that motivate adults. These factors are

social relationships, external expectations, social welfare, personal advancement,

escape/stimulation, and cognitive interest (Lieb, 1991). Social relationships motivators are

making new friends and needing association with others (Lieb, 1991). External expectations are

to meet the expectations of others in authority or perceived authority (Lieb, 1991). Social welfare

motivation includes making a difference in the lives of others or serving the community (Lieb,

1991). Personal advancement motivates adults to have a better job or earn a promotion (Lieb,

1991). Motivation to escape or stimulation is simply for adults to have something to do or

prevent boredom (Lieb, 1991). Finally, cognitive interest is to learn something new or to answer

questions (Lieb, 1991).

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These factors can be found through much of the subsequent literature and are general

motivational factors for adults. Although not stated in exact terms, the factors can be found and

linked through more recent finds related to adults specifically within higher education.

Comparing the literature from Lieb in 1991 to recent literature can show relationships found

within general motivation for adults and those found within higher education.

Factors in Adult Motivation within Higher Education

In more recent literature, Sogunro (2015) found eight factors in motivating adults

specifically in higher education. The eight factors are quality of instruction, quality of

curriculum, relevance and pragmatism, interactive classrooms and effective management

practices, progressive assessment and timely feedback, self-directedness, conducive learning

environment, and effective academic advising practices (Sogunro, 2015, p. 22). Sogunro (2015)

found that these eight factors are critical to the success of adult learners in higher education.

Quality of instruction was found, although not decidedly so, to be the top motivator for

students in higher education (Sogunro, 2015). Quality of instruction is defined by strength in

andragogy, which included effectiveness in planning and organization, using modern technology,

and the instructors personality (Sogunro, 2015). More specifically within the instructors

personality, such items as strength in communication, approachability, energy, empowerment,

enthusiasm, and respect were important (Sogunro, 2015). Quality of instruction is an important

motivator for those in higher education as gaining knowledge and skills within degree programs

is a top motivator (Kimmel & McNeese, 2006). The aspects found within quality of instruction

can also fall within three of the six factors stated by Lieb (1991) social relationships, external

expectations, and cognitive interest.

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Quality of curriculum was a motivating factor to 80% of participants in the Sogunro

(2015) study. Within the study, curriculum boiled down to an effective syllabus (Sogunro, 2015).

An effective syllabus included specific information about the course of study, which includes

goals, an outline of topics, schedule, expectations, grading criteria, and instructor contact

information (Sogunro, 2015). One participant in the study mentioned that they felt irritated when

the course syllabus did not meet their needs (Sogunro, 2015), stating it amounts to a waste of

time and money (p. 29). Quality of curriculum falls within the cognitive interest motivating

factor from Lieb (1991).

Relevance and pragmatism was a third motivational factor for adult learners in higher

education. Adult learners appreciate learning experiences that are, as stated by Sogunro (2015),

relevant and applicable to their needs (p. 29). Adult learners need to feel that they are not

wasting their time and that what they are learning matters within their lives (Sogunro, 2015).

More than 90% of the participants emphasized they needed relevance of what they are expected

to learn and how it relates to real life situations (Sogunro, 2015, p. 29). Relevancy is also

important to the motivations needed for decision making (Strough, Bruine de Bruin, & Peters,

2015). Liebs (1991) factor of escape/stimulation, as well as cognitive interest can be linked to

relevance and pragmatism.

Interactive classrooms and effective management practices speaks to classroom

organization, class expectations, and encouragement of expressing ones own ideas within the

classroom (Sogunro, 2015). Within higher education, students learn most effectively within an

interactive classroom (Sogunro, 2015). Also within an interactive classroom, learners are

motivated to learn by seeking acceptance of the group as a whole (Sogunro, 2015). Adults enjoy

discussions of the content and asking questions to clarify and strengthen understanding
FACTORS IN ADULT MOTIVATION 5
(Sogunro, 2015). Factors from Lieb (1991) that can be tied in to interactive classroom and

effective management are social relationships, external expectations, escape/stimulation, and

cognitive interest.

Progressive assessment and timely feedback was the fifth stated motivational factor

within the Sogunro (2015) study. Progressive assessment, which includes grades and verbal

comments, motivates learners as it provides timely feedback as to how one is doing in that

particular course. Participants in the study felt that moderately segmented number of

assessments (p. 30), followed by timely and efficient feedback was what was most motivating

to adults (Sogunro, 2015). Sogunro (2015) states, we can influence students motivation for

success by the way we provide feedback to the assignments we give them (p. 31). The Lieb

(1991) motivational factors that can be linked to progressive assessment and timely feedback are

external expectations and cognitive interest.

Self-directedness motivates learners as they are encouraged to be responsible for their

own learning (Sogunro, 2015). Those learners who are self-directed have also shown to have

higher self-efficacy and higher effort regulation (Sogunro, 2015, p. 31) toward their learning

(Sogunro, 2015). For example, adults who are motivated to finish their degree, after not having

finished it previously (Kimmel & McNeese, 2006), requires self-directedness. One study

participant stated, I would have to say I like to learn more on my own than anything else. I like

to figure things out from experiences that I have (Sogunro, 2015, p.32). Motivational factors

from Lieb (1991) of social welfare, personal advancement, and cognitive interest can be applied

to self-directedness.

The seventh motivational factor within higher education found by Sogunro (2015) was a

conducive learning environment, which can have both positive and negative effects on student
FACTORS IN ADULT MOTIVATION 6
motivation (Sogunro, 2015). The physical setup of the classroom is an important factor in the

motivation of adult learners as adults prefer to have their own space for learning (Sogunro,

2015). Sogunro (2015) states, higher education institutions should ensure adequate sitting

arrangements and easy classroom movement for both instructors and learners (p. 32).

Temperature of the classroom in addition to a safe, maintained and visually pleasing

environment are important factors within a conducive learning environment (Sogunro, 2015).

External expectations, escape/stimulation and cognitive interest, factors from Lieb (1991) can be

tied to conducive learning environment.

Finally, effective academic advising practices were important to motivating adults within

higher education (Sogunro, 2015). Approximately 70% of study participants felt that having

efficient academic advising was important to their motivation within their degree program

(Sogunro, 2015). Having a good advisor was critical to a student having a positive experience

(Sogunro, 2015). Effective practices in advising includes helping students to choose relevant

programs, developing a degree plan for completion, and providing important information when

necessary (Sogunro, 2015). In addition, competent advising helps to increase graduation rates

within higher education (Sogunro, 2015), which is important to institutional goals. Effective

academic advising links to Lieb (1991) factors of social relationships, external expectations,

social welfare, personal advancement and cognitive interest.

Effective Teaching Practices and Motivation

Critical to effective teaching is an ability to motivate students to be successful (Hill,

2014). Students value teachers who have the ability to engage students as well as motivate them

and have the skills necessary to keep students engaged through the duration of learning new

material (Hill, 2014). In a study by Hill (2014), graduate student perspectives on effective
FACTORS IN ADULT MOTIVATION 7
teachers were gathered. Hill (2014) found that the graduate students organized characteristics of

effective teachers into three categories: teacher competencies, teachers relationships with

students, and teachers attitudes.

Teacher competencies refers to the instructors knowledge of the content and their ability

to teach (Hill, 2014). Sogunro (2015) states that students are motivated by the quality of

instruction and curriculum. Management of the classroom environment as well as delivery and

organization of course content are important aspects to keep in mind to most effectively motivate

students. Cognitive interest (Lieb, 1991) is also important to the motivation of adults, and

competent teachers impact this motivation. In addition, aspects of effective advising, such as

providing necessary information when appropriate (Sogunro, 2015), adds to instructor

competency.

Teachers relationships with students referred to having the best interests of students at

heart (Hill, 2014, p. 60). Interactive classrooms and effective management practices highlights

the importance of teacher relationships in motivating engaged students (Sogunro, 2015). Mutual

respect motivates students, as teachers provide progressive assessment and timely feedback

(Sogunro, 2015), it provides for a motivating respectful environment for students.

Teacher attitudes referred specifically to instructor attitudes with teaching and learning

(Hill, 2014). An important aspect that the study found was for instructors to relate information

they are learning to students personal and professional lives, as it helps them to remember and

apply new concepts (Hill, 2014). Sogunro (2015) states that relevance and pragmatism is an

important motivator for students in higher education. Instructors who make connections to

students real lives would be most effective in motivating their students.

FACTORS IN ADULT MOTIVATION 8
Rasmussen (2015) points out four principles for teaching adults. The four principles are:

make sure your adult students understand why, adults need to learn in their own way,

participants should feel respected and encouraged, and use experiential learning (Rasmussen,

2015). Principle one is making sure students understand why they are learning. Students need to

know the relevance of what they are learning and are motivated when they have a need to know

(Rasmussen, 2015). Students need to be told how their learning relates to their individual

situation (Rasmussen, 2015). Higher education students are motivated when content is relevant

to their personal lives or knowledge base (Sogunro, 2015).

Principle two, calls for instructors to allow students to learn in their own way. Self-

directed learning is motivating to students as it asks them to learn and complete content in the

most effective way for them (Sogunro, 2015). Rasmussen (2015) suggests that instructors pay

attention to the three general learning styles: visual, auditory, and kinesthetic. Rasmussen (2015)

points out that most learners are not set in any one style so lessons should be multi-sensory. This

assists in the having an interactive classroom, which is also an effective motivator (Sogunro,

2015).

Principle three asks instructors to remember to make their students feel respected and

encouraged (Rasmussen, 2015). Social relationships are built between teachers and adult

students (Lieb, 1991), when there is mutual respect shown. Building an environment of respect

calls for the instructor to recognize the experience and current knowledge of the adult learner

(Rasmussen, 2015). In addition, instructors who respectfully provide timely feedback and

assessment, motivate learners (Sogunro, 2015). Rasmussen (2015) suggests instructors can:

show respect for the learners individuality and experience; be sensitive to the language you use

so that learners are not inadvertently offended; be open to different perspectives; adopt a caring
FACTORS IN ADULT MOTIVATION 9
attitude and show it (p.3). Aspects of effective academic advising, such as creating a positive

environment (Sogunro, 2015), also add to students feeling respected.

The fourth principle for adult learning is to use experiential learning (Rasmussen, 2015).

Rasmussen (2015) points out that experiential learning has two meanings for those who teach

adult learners: honor the life experience and knowledge each individual brings and active

participation in activities. Asking students to share from their knowledge base is a way to teach

experientially (Rasmussen, 2015). In addition, activities that gets students involved and actively

participating such as small group discussions, role playing and skits (Rasmussen, 2015). Having

a learning environment that is conducive to these types of activities motivates adult learners as

well (Sogunro, 2015).

Doherty (2012) makes the following suggestions for teaching adult students: treat them

like the adults they are; be efficient with lessons and activities; and be creative (para.3, 6, 7).

Treating adults like adults calls for instructors to remember the complexity of adult learners and

provide examples that relate to their real life experience (Doherty, 2012). Relevance in

instruction is important in motivating students, and remembering individual life experience, is a

key factor in being relevant (Sogunro, 2015).

Being efficient with lessons and activities is an important aspect of teaching adults as

they have busy lives that include jobs, sometimes children, and other responsibilities (Doherty,

2012). Quality of instruction and curriculum, builds a motivational environment for students

(Sogunro, 2015), which is key to an efficient classroom.

Being creative calls on instructors to find ways to engage the students in their classroom,

sometimes even entertain students (Doherty, 2012). This strategy keeps students interested in the

learning and increases motivation (Doherty, 2012), in addition to keep them stimulated in
FACTORS IN ADULT MOTIVATION 10
learning (Lieb, 1991). Interactive classrooms build cognitive interest and engage students in the

content, keeping them motivated to learn (Sogunro, 2015; Lieb, 1991).

Motivational Factors Implications for Effective Teaching

Motivational factors stated by Lieb (1991) and Sogunro (2015) can inform effective

teaching practices. Effective teaching asks instructors to get to know the students that they are

teaching. Finding out what motivates students to learn is an important aspect of being an

effective teacher. The literature has provided multiple factors that motivate adult learners to

learn. Each factor mentioned provides insight into what adult learners need in order to learn best.

Whether the factor takes into account relationship building such as social relationships

(Lieb, 1991) or the quality of instruction and curriculum (Sogunro, 2015) each aspect of learning

calls for a motivated learner. Effective teaching requires motivating learners, as Sogunro (2015)

states the way to ensure success of students in higher education is first to know what motivates

and sustains [students] in the learning process (p.22).

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References

Doherty, B. (2012). Tips for teaching adult students. Faculty Focus. Retrieved from

http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-

adult-students/

Hill, L. (2014). Graduate students perspective on effective teaching. Adult Learning, 25(2), 57-

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Kimmel, S.B. & McNeese M.N. (2006). Barriers to business education: Motivating adult

learners. Institute of Behavioral and Applied Management, 7(3), 292-303. [PDF

Document]. Retrieved from

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Rasmussen, C. (2015). Adults as learners: Effective teaching strategies. Workforce Solutions

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https://www.leadingagemn.org/assets/docs/15_Workforce_103_CreatingEffectiveOrienta

tionPrograms-CRasmussen.pdf

Ritchey, J., & Dean, G. (2014). Dispositional factors affecting motivation during learning in

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Adult Literacy, Secondary, and Basic Education, 3(3), 56-59. [PDF Document].

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Sogunro, O.A. (2015). Motivating factors for adult learners in higher education. International

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http://files.eric.ed.gov/fulltext/EJ1060548.pdf

Strough, J., Bruine de Bruin, W., Peters, E. (2015). New perspectives for motivating better

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