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Rethinking andragogical assumptions in the global age: how preferences for andragogical learning vary across people and cultures
Studies in Continuing Education ( IF 2.133 ) Pub Date : 2020-03-12 , DOI: 10.1080/0158037x.2020.1732335
Kevin M. Roessger 1 , Elizabeth A. Roumell 2 , James Weese 1
Affiliation  

ABSTRACT

We investigated whether andragogical assumptions and their common critiques are reflected in global PIAAC data using its motivation-to-learn (MtL) and elaboration scales. A preliminary validation study with 300 adults revealed that andragogical assumptions cluster on these scales’ two factors. Using hierarchical linear modelling of PIAAC data, we then investigated whether andragogical learning preferences varied across countries, and as a function of a learner’s age, gender, education level, and occupation type. We then identified six country-level predictors from relevant theory to explain cross-country variation. Preferences varied across countries, decreased with age, and increased with educational level and occupational skill. Men had stronger preferences than women. A country’s cultural value dimensions and its ability to meet its citizens’ basic needs explained about half of the variation in preferences across countries. Preferences for andragogical learning were highest in Western countries, and among adults with similar demographics as Knowles. Implications for research and practice are discussed.



中文翻译:

重新思考全球时代的英才学假设:英才学学习的偏好如何因人和文化而异

摘要

我们使用其学习动机 (MtL) 和精化量表调查了英勇的假设及其共同批评是否反映在全球 PIAAC 数据中。一项对 300 名成年人进行的初步验证研究表明,这些量表的两个因素上都存在着英勇的假设。然后,我们使用 PIAAC 数据的分层线性模型,调查了不同国家的教育学学习偏好是否不同,以及作为学习者年龄、性别、教育水平和职业类型的函数。然后,我们从相关理论中确定了六个国家层面的预测因子来解释跨国差异。偏好因国家而异,随着年龄的增长而降低,随着教育水平和职业技能的增加而增加。男性的偏好比女性强。一个国家的文化价值维度及其满足其公民基本需求的能力解释了国家间偏好差异的一半左右。西方国家对成人教育的偏好最高,在与诺尔斯具有相似人口统计特征的成年人中。讨论了对研究和实践的影响。

更新日期:2020-03-12
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