Understanding Motivation for Lifelong Learning
Understanding the motivation to learn is increasingly recognised by policy makers and practitioners as the key to the creation of the Learning Age. However, despite many years of research in a number of fields, no comprehensive assessment of motivation for lifelong learning has existed until now. In addition to offering an impressive synthesis and development of existing research, this book maps the factors influencing motivation across the three spheres of workplace, home and community and also explores the practical implications of an understanding of motivation for policy. Required reading for all those involved in creating the learning age.
What people are saying - Write a review
We haven't found any reviews in the usual places.
The Teacher's Toolkit: Raise Classroom Achievement With Strategies for Every ...
No preview available - 2002
Writing Your Dissertation: How to Plan, Prepare and Present Your Work ...
Limited preview - 2001
Different faces of learning motivation Page
Motivation for learning activity Page
7 other sections not shown
action activity adults altruism Bandura basic behaviour Brownie points cat's cradle Chapter context coping culture cycle Deci demotivation developmental effect effort emotional employers ence environment ethos example experience external extrinsic extrinsic motivation factors Fairly high Fairly low family identity family members feel Figure globalization goal hierarchy high level goals identity group important individual motivation intermediate goals involved labour market learner learning institutions learning motivation Learning Organisation learning projects learning skills learning strategy lifelong learning ment mental processing meta-knowledge moti motivation to learn motivational assessment motivational development motivational influence motivational processes National Curriculum needs norms nurturing overall parents particular Paulo Freire person potential produce project level promotion psychological psychological contract rational reflect relevant response role saliency self-concepts self-efficacy self-esteem shows social capital specific switch teachers things tion tional transformative learning value and probability wider workers workplace