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“Why don’t they participate?” Reasons for nonparticipation in adult learning and education from the viewpoint of selfdetermination theory

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dc.title “Why don’t they participate?” Reasons for nonparticipation in adult learning and education from the viewpoint of selfdetermination theory en
dc.contributor.author Kalenda, Jan
dc.contributor.author Kočvarová, Ilona
dc.relation.ispartof European Journal for Research on the Education and Learning of Adults
dc.identifier.issn 2000-7426 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2022
utb.relation.volume 13
utb.relation.issue 2
dc.citation.spage 193
dc.citation.epage 208
dc.type article
dc.language.iso en
dc.publisher Linkoping University Electronic Press
dc.identifier.doi 10.3384/rela.2000-7426.3535
dc.relation.uri https://rela.ep.liu.se/article/view/3535
dc.subject attitudes to education en
dc.subject dispositional barriers en
dc.subject lifelong learning en
dc.subject nonparticipation in adult education en
dc.subject self-determination theory en
dc.description.abstract The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/Motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-determination theory (SDT). Based on that we have created the research tool ''Motivation to Nonparticipation Scale" (IIMP-S), which measures three factors: extrinsic motivation, intrinsic motivation, and amotivation. The empirical research was conducted with a representative sample of adults (N = 943, age: 19 to 81 years) who had not participated in ALE. Contrary to theoretical assumptions of SDT, amotivated adults do not predominate among nonparticipants, with the main subjective reasons for nonparticipation based on intrinsic or extrinsic motivations. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1011020
utb.identifier.obdid 43883885
utb.identifier.scopus 2-s2.0-85132819925
utb.identifier.wok 000813459600006
utb.source j-scopus
dc.date.accessioned 2022-07-13T14:42:41Z
dc.date.available 2022-07-13T14:42:41Z
dc.description.sponsorship Grantová Agentura České Republiky, GA ČR
dc.description.sponsorship Czech Science Foundation (GACR) through the project Blind Spots of Nonformal Education in the Czech Republic: Non-participants and their Social Worlds [GA_19-00987S]
dc.rights Attribution 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Kalenda, Jan
utb.contributor.internalauthor Kočvarová, Ilona
utb.fulltext.affiliation Jan Kalenda Tomas Baťa University, Czechia (kalenda@utb.cz) Ilona Kočvarová Tomas Baťa University, Czechia (kocvarova@utb.cz)
utb.fulltext.dates -
utb.fulltext.sponsorship This work was supported by the Czech Science Foundation (GACR) through the project Blind Spots of Nonformal Education in the Czech Republic: Non-participants and their Social Worlds, GA_19-00987S.
utb.wos.affiliation [Kalenda, Jan; Kocvarova, Ilona] Tomas Bata Univ, Zlin, Czech Republic
utb.scopus.affiliation Tomas Baťa University, Czech Republic
utb.fulltext.projects GA_19-00987S
utb.fulltext.faculty -
utb.fulltext.ou -
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Attribution 4.0 International Kromě případů, kde je uvedeno jinak, licence tohoto záznamu je Attribution 4.0 International