Professional Documents
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Sarah Sampe
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
Lieb (1991) stated that there are at least six factors that motivate adults. These factors are
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,
prevent boredom (Lieb, 1991). Finally, cognitive interest is to learn something new or to answer
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.
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
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
andragogy, which included effectiveness in planning and organization, using modern technology,
and the instructors personality (Sogunro, 2015). More specifically within the instructors
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
(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
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
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
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
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).
environment are important factors within a conducive learning environment (Sogunro, 2015).
External expectations, escape/stimulation and cognitive interest, factors from Lieb (1991) can be
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,
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
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
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
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
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
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
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
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
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
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
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
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
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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
adult basic and secondary education programs. Journal of Research and Practice for
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
http://files.eric.ed.gov/fulltext/EJ1060548.pdf
Strough, J., Bruine de Bruin, W., Peters, E. (2015). New perspectives for motivating better
from
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