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dc.contributor.authorYamashita, Takashi
dc.contributor.authorSmith, Thomas J.
dc.contributor.authorSahoo, Shalini
dc.contributor.authorCummins, Phyllis A.
dc.date.accessioned2022-03-18T12:35:34Z
dc.date.available2022-03-18T12:35:34Z
dc.date.issued2022-12-01
dc.identifier.urihttp://hdl.handle.net/10713/18286
dc.description.abstractThis study highlighted how particular intersections of personal characteristics were related to Motivation to Learn (MtL) among adults. MtL is a prerequisite for adult education and training participation. However, little is known about MtL across subpopulations due to several methodological limitations. This study developed a national profile of MtL by key subpopulations that are defined by combinations of age, gender, education level, and literacy proficiency in the United States. Data were obtained from 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted use file (N = 8400). The alignment optimization (AO) method was employed to estimate subpopulation means of a PIAAC-based latent MtL construct. Subpopulations with younger age, greater educational attainment, and higher literacy proficiency showed significantly greater MtL. © 2022, The Author(s).en_US
dc.description.sponsorshipU.S. Department of Educationen_US
dc.description.urihttps://doi.org/10.1186/s40536-022-00119-7en_US
dc.language.isoenen_US
dc.publisherSpringer Natureen_US
dc.relation.ispartofLarge-Scale Assessments in Educationen_US
dc.subjectAdult educationen_US
dc.subjectAlignment optimizationen_US
dc.subjectLifelong learningen_US
dc.titleMotivation to learn by age, education, and literacy skills among working-age adults in the United Statesen_US
dc.typeArticleen_US
dc.identifier.doi10.1186/s40536-022-00119-7
dc.source.journaltitleLarge-Scale Assessments in Education
dc.source.volume10
dc.source.issue1


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