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ERIC Number: ED560340
Record Type: Non-Journal
Publication Date: 2013
Pages: 165
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-6992-6
ISSN: N/A
The Relationship between Self-Determination, Achievement Goal Orientation and Satisfaction with the Learning Experience: Working with Adult Lifelong Learners
Rodd, Jane
ProQuest LLC, Ph.D. Dissertation, State University of New York at Albany
This exploratory study investigated how self-perceptions of self-determination and of achievement goal orientation were related to self-perceptions of satisfaction with the learning experience in a population of 495 adults engaged in non-formal lifelong learning through participation as amateur members of the United States Dressage Association. Multivariate statistics were utilized to investigate the effects of self-determination (autonomy, competence and relatedness) and achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) on self-reported satisfaction with the learning experience; the six satisfaction sub-constructs were opportunities to improve (knowledge and skill), release and diversion (from everyday life), social aspects (interaction with others), (attitudes of) people in the organization, ease of participation (enrollment and attendance), and value for money (of membership and participation). Relatedness and autonomy positively predicted all six sub-constructs of satisfaction with the learning experience but competence only predicted opportunities to improve. Mastery-approach predicted satisfaction with people in the organization, and release and diversion; performance-approach, mastery-avoidance and performance-avoidance were not significant. Findings indicated that adults who select to engage in non-formal learning do not perceive such learning experiences to be focused on achievement of competence; participants placed a higher value on perceptions of belonging, and on autonomous participation. It is suggested that adult lifelong learners engaged in non-formal learning will be more satisfied with the learning experience when the organizational climate fosters relatedness and is autonomy-supportive thereby encouraging pursuit of individual interest. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A