WHY ADULTS LEARN: INTERPRETING ADULTS’ REASONS TO PARTICIPATE IN EDUCATION IN TERMS OF ECCLES’ SUBJECTIVE TASK VALUE
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Abstract
Psychological research shows that subjective task value, a basic component of expectancy-value theory as outlined by Eccles, predicts task choice (e.g., going to graduate school). However, Eccles’ approach has not been used to investigate adult learning so far. Therefore, the present study investigated a specific form of subjective task value and task choice, namely adults’ subjective task value of participation in education. Based on expectancy-value theory, qualitative content analyses of 16 interviews with adult learners (aged between 21 and 67) from varying age groups and educational backgrounds show a differentiation of positive value according to points of reference and a revised conceptualisation of cost as an independent component of subjective task value with four subcomponents. Apparently people estimate positive value and cost separately at first and only later weigh these components against each other to arrive at an overall evaluation of subjective task value, which, in turn, predicts participation in education. Moreover, results suggest a distinction between anticipated subjective task value prior to participation and subjective task value based on experience (i.e., in hindsight). Benefits of using expectancy-value theory for future research on adults’ participation in education are discussed.
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