FEATURES OF MOTIVATIONAL ACTIVITY OF AN ADULT OR WHY ADULTS LEARN DIFFERENTLY
Abstract
The review article the author substantiates the relevance of the researched problem. The article reveals the value and peculiarities of motivational sphere in adult learning process as well as the influence of external and internal factors on the efficiency of adult students’ education. Under review are the approaches to the internal motivation typology. The motivational sphere components, which can significantly affect the level of motivation of teaching adults, are analyzed. The need to study the motivation of adult learning is due to both a significant material contribution to this area and the need to include in the arsenal of methods and ways to manage motivation. Particular attention is paid to the motivational value of educational activities. The conditions of adult learning, determined by motivation, prompted the author to analyze andragogical concepts. In particular, the Model of motivation for adult learning M. Crowder and K. Pupinin; P. Cross model of the chain of cross-interactions, «Paradigm of expected value» K. Rubenson, H. McCluskey's theory of adult learning potential; model of motivational characteristics of A. Rogers. The results of the analysis of the problem of intrinsic motivation of adult learning Hall, as well as similar studies by other scientists. It is concluded that the effectiveness of adult learning requires: consideration of motivational factors (including a certain internal need or external situation); selectivity, practical orientation of educational content, which provides feedback on educational activities and helps to overcome barriers to learning. The directions of further scientific researches on the investigated problem are determined.
Key words: motivation, adult, motivational sphere, training.
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References
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