Motivation to participate in learning programs among adult learners can be viewed in terms of motivational orientations. Understanding of motivational orientations in learning is crucial to all administrators, program planners and educators of higher education institutions for the development of adult learning. This study aims to investigate the differences of five motivational orientations in learning between adult learners in a public and a private university. The study involved 255 adult learners in the public university and 250 adult learners in the private university in Sabah. A 30-item questionnaire was used to collect data about their five motivational orientations in learning i.e. personal development, career advancement, social pressure, social and communication improvement, and escapism. Items in the questionnaire used to measure motivational orientations were adapted from Boshier's EPS and Neill's TUSMSQ2. Findings reveal that adult learners from both universities are most influenced to participate in learning programs by career advancement and personal development. However, adult learners in the public university possess higher motivation of personal development than career advancement; and vice versa for adult learners in the private university. Overall, it has been found that more adult learners in the private university are highly influenced by the five motivational orientations in learning as compared to those in the public university. Lastly, some implications and suggestions of further research are given in this paper.
|Number of pages||20|
|Journal||Journal of Institutional Research South East Asia|
|Publication status||Published - Nov 2013|