Adult Learners' Motivators from Instructors' Perceptions: A Case of a Political Science Program in Vietnam

Le Thanh Thao*, Tran Thi Cam Tu**, Vo Thi Kim Hue ***, Trinh Quoc Lap****
*,**** Can Tho University, Vietnam.
**-*** Ho Chi Minh National Academy of Politics, Vietnam.
Periodicity:February - April'2022

Abstract

Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and selfinterest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.

Keywords

Adult Learners, Instructors' Perception, Motivator, Vietnam.

How to Cite this Article?

Thao, L. T., Tu, T. T. C., Hue, V. T. K., and Lap, T. Q. (2022). Adult Learners' Motivators from Instructors' Perceptions: A Case of a Political Science Program in Vietnam. i-manager’s Journal on Educational Psychology, 15(4), 39-50.

References

[1]. Baharudin, S. N. A., Murad, M., & Mat, N. H. H. (2013). Challenges of adult learners: A case study of full time postgraduates students. Procedia-Social and Behavioral Sciences, 90, 772-781. https://doi.org/10.1016/j.sbspro.2013.07.151
[2]. Cranton, P. (1992). Working with Adult Learners. Wall & Emerson, Inc, (pp. 248).
[3]. Fenwick, T., & Tennant, M. (2020). Dimensions of Adult Learning. Routledge, (pp. 19).
[4]. Gares, S. L., Kariuki, J. K., & Rempel, B. P. (2020). Community matters: Student–instructor relationships foster student motivation and engagement in an emergency remote teaching environment. Journal of Chemical Education, 97(9), 3332-3335. https://doi.org/10.1021/acs.jchemed.0c00635
[5]. Hornstra, L., Stroet, K., Eijden, E. V., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation, 24(3-5), 324-345. https://doi.org/10.1080/13803611.2018.1550841
[6]. Ladd, G. W., & Herald, S. L. (2009). Handbook of Motivation at School. Routledge, (pp. 337-362).
[7]. Le, T. T. H., Tran, T., Trinh, T. P. T., Nguyen, C. T., Nguyen, T. P. T., Vuong, T. T., ... & Vuong, Q. H. (2019). Reading habits, socioeconomic conditions, occupational aspiration and academic achievement in Vietnamese junior high school students. Sustainability, 11(18), 5113. https://doi.org/10.3390/su11185113
[8]. Lieb, S., & Goodlad, J. (2005). Principles of Adult Learning. Retrieved from https://sswm.info/sites/default/files/reference_attachments/LIEB%201991%20Principles%20of%20adult%20learning.pdf
[9]. Pfau, W. D., & Giang, T. L. (2010). The growing role of international remittances in the Vietnamese economy: evidence from the Vietnam (Household) living standard surveys. Global movements in the Asia Pacific, 225-248.
[10]. Ross-Gordon, J. M. (2003). Adult learners in the classroom. New Directions for Student Services 2003(102), 43-52.
[11]. Tran, T. C., (1987). Ethnic community supports and psychological well-being of Vietnamese refugees. International Migration Review, 21(3), 833-844. https://doi.org/10.1177/019791838702100321
[12]. Webb, N. M., & Palincsar, A. S. (1996). Group Processes in the Classroom. Prentice Hall International.
[13]. Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62, 129-141.https://doi.org/10.1016/j.stueduc.2019.06.002
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.