This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

本研究试图通过考虑动机在成年学习者的大专学历中的作用来填补文献中的空白，特别是全职与兼职状态，先前的教育水平，工作经验的年限以及学者的选择程序。这项研究的数据来自中西部8个机构的25岁及以上的成年学生。统计分析确定，性别动机存在显着差异，教育水平可以预测所追求的教育证书的类型，成人学习动机的类型会影响成人学习者所追求的学位，学业和入学状况。此外，这项研究表明，随着成年人获得更多的工作经验，他们的中学后教育愿望更有可能是由外部因素引起的。这些发现对于将动机与继续学习和大学课程的毕业联系起来具有有意义的意义，本文针对这些课程在中学后教育的背景下进行了识别和讨论。