Motivated at Adult Education Centers - Uptake of Educational Programs at AECs

成人教育中心的积极性 - AEC 教育项目的采用

• 批准号: 521238420
• 负责人: Professorin Dr. Julia Gorges
• 金额: --
• 依托单位: Institut für Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/521238420?language=en
• 关键词: Motivated; Adult; Education; Centers; Uptake

Participation of all people in lifelong learning (i.e., continuous participation in further education) is a key factor for successful economic, social and individual development. However, participation in further education is unequally distributed in society: People with a high level of education participate significantly more often in further education compared to people with a low level of education. This finding can be attributed, among other things, to differences in favorable opportunity structures for participation. Recent studies indicate that motivation for further education can contribute to participation, especially among groups with limited educational credentials. Against this background, understanding the role of motivation for participation in further education and its outcomes – regarding people with a low educational level in particular - as well as the interaction of motivation for further education with other personal and contextual determinants of participation is an important research question in further education research. Assuming that lifelong learning in adulthood predominantly relies on people’s active pursuit of further education, the project aims to empirically test the scope of the expectancy-value model of education-related choice decisions, which is well established in the school and university context, with regard to participation in further education, in order to provide a theoretical framework for a more comprehensive consideration of motivational factors of further education participation in the promotion of lifelong learning. The project develops an analysis of psychological processes of the uptake educational offers on the basis of occupationally relevant courses of adult education centers, whose educational mandate includes the reduction of social disadvantages through target group-specific educational offers, and with special consideration of people with a low educational level. In order to test the hypotheses, non-experimental and experimental methodological approaches are combined, which allows for a high ecological validity and, at the same time, a high internal validity, especially of the postulated causal effects on antecedents of motivation for further education. The core of the project is a longitudinal study at 30 adult education centers, consisting of surveys of full-time pedagogical staff and course instructors as well as participants (study 1). The project will also examine the relevance of central aspects of course design - manifested in the course description - for participation using an experimental survey design (study 2). The research project thus makes a pioneering contribution to systematically conceptualizing motivation for further education as an essential condition of participation in further education and its positive effects (i.e., Wider Benefits of Learning), and to making motivation accessible to empirical testing.

全民参与终身学习（即，继续接受教育）是经济、社会和个人成功发展的关键因素。然而，继续教育的参与在社会上分布不均：受教育水平高的人比受教育水平低的人更经常参加继续教育。除其他外，这一发现可以归因于参与的有利机会结构的差异。最近的研究表明，继续教育的动机有助于参与，特别是在教育程度有限的群体中。在此背景下，了解参与继续教育的动机及其结果的作用-特别是对于教育水平低的人-以及继续教育的动机与其他个人和背景参与决定因素的相互作用是继续教育研究中的一个重要研究问题。假设成年后的终身学习主要取决于人们积极追求继续教育，该项目旨在从经验上检验与教育有关的选择决定的期望-价值模式的范围，这一模式在学校和大学背景下已经很好地确立，涉及参与继续教育，以便为更全面地考虑促进终身学习的继续教育参与动机因素提供一个理论框架。该项目根据成人教育中心的职业相关课程，对接受教育机会的心理过程进行分析，成人教育中心的教育任务包括通过针对特定目标群体的教育机会减少社会劣势，并特别考虑到教育水平低的人。为了检验假设，非实验和实验的方法相结合，这使得一个高的生态有效性，并在同一时间，高的内部效度，特别是假设的因果关系的影响的前因的动机继续教育。该项目的核心是在30个成人教育中心进行的纵向研究，包括对全职教学人员和课程讲师以及参与者的调查（研究1）。该项目还将利用一项实验性调查设计（研究2），审查课程设计的核心方面-体现在课程说明中-与参与的相关性。因此，该研究项目为系统地将继续教育的动机概念化作出了开创性的贡献，将其作为参与继续教育及其积极影响的必要条件（即，学习的更广泛的好处），并使动机获得实证检验。