2026-05-26T01:35:25Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

86fae1c19a222f46bc94dd7d003be43b2b3f52da508f4c0829a27461937b5ed0 2025-10-01T03:07:02Z language:enopenaire_data

DDI study level documentation for study 10.7802/2890 Replication files: Global Motivation to Learn and Adult Learning: A Nomological Network Analysis and a Four-Year Longitudinal Study Replication files: Global Motivation to Learn and Adult Learning: A Nomological Network Analysis and a Four-Year Longitudinal Study Replication files: Global Motivation to Learn and Adult Learning: A Nomological Network Analysis and a Four-Year Longitudinal Study 10.7802/289010.7802/289010.7802/289010.7802/2890 Gorges, Julia Gorges, Julia GESIS Data Archive for the Social SciencesGESIS Datenarchiv für Sozialwissenschaften MotivationErwachsenenbildungWeiterbildungPersönlichkeitMotivationErwachsenenbildungWeiterbildungPersönlichkeit This contribution contains data and script files to replicate results from the following article: Gorges, J. (2025). Global Motivation to Learn and Adult Learning: A Nomological Network Analysis and a Four-Year Longitudinal Study. Learning an Individual Differences. The article reports on a study investigating motivation to learn (MtL), conceptualized at a global level of abstraction (i.e., independent of specific educational settings such as high school or university, and independent of learning content such as school subjects) in adult learning. In Study 1 (N = 747, 65.1% female; age: M[SD] = 43.21[12.09] years), the analysis of the nomological network of global MtL revealed strong correlations with mastery goal orientation, an adapted measure of intrinsic task value, need for cognition, and self-concept of ability, as well as moderate correlations with openness and conscientiousness. Cross-sectional associations with (past and planned) participation in education were small to moderate. Based on the representative German PIAAC longitudinal study covering four years (Nt1 = 4191, Nt2 = 2502, Nt3 = 2370), Study 2 tested the role of MtL as a predictor of participation in non-formal and informal adult education and training was tested using structural equation modeling, controlling for level of education, employment, literacy, age, and sex. Results support the hypothesis that global MtL predicts participation in adult education and training while controlling for typical sociodemographic determinants (e.g., level of education, employment). Openness was tested as a competitor of global MtL but failed to show a significant effect on participation in education. The results are discussed with respect to theoretical implications for the development of motivation theory and practical implications for the promotion of lifelong learning. Data to replicate results from Study 1 are included, PIAAC data to replicate results from Study 2 must be obtained from GESIS (see data file section for details).This contribution contains data and script files to replicate results from the following article: Gorges, J. (2025). Global Motivation to Learn and Adult Learning: A Nomological Network Analysis and a Four-Year Longitudinal Study. Learning an Individual Differences. The article reports on a study investigating motivation to learn (MtL), conceptualized at a global level of abstraction (i.e., independent of specific educational settings such as high school or university, and independent of learning content such as school subjects) in adult learning. In Study 1 (N = 747, 65.1% female; age: M[SD] = 43.21[12.09] years), the analysis of the nomological network of global MtL revealed strong correlations with mastery goal orientation, an adapted measure of intrinsic task value, need for cognition, and self-concept of ability, as well as moderate correlations with openness and conscientiousness. Cross-sectional associations with (past and planned) participation in education were small to moderate. Based on the representative German PIAAC longitudinal study covering four years (Nt1 = 4191, Nt2 = 2502, Nt3 = 2370), Study 2 tested the role of MtL as a predictor of participation in non-formal and informal adult education and training was tested using structural equation modeling, controlling for level of education, employment, literacy, age, and sex. Results support the hypothesis that global MtL predicts participation in adult education and training while controlling for typical sociodemographic determinants (e.g., level of education, employment). Openness was tested as a competitor of global MtL but failed to show a significant effect on participation in education. The results are discussed with respect to theoretical implications for the development of motivation theory and practical implications for the promotion of lifelong learning. Data to replicate results from Study 1 are included, PIAAC data to replicate results from Study 2 must be obtained from GESIS (see data file section for details). DeutschlandDeutschland Working population in Germany // Erwerbsbevölkerung in Deutschland Cross-sectionCrossSectionQuerschnittCrossSection Non-probabilityNonprobabilityNicht-WahrscheinlichkeitsauswahlNonprobability Self-administered questionnaire:CASI(Computer-assisted Self-interview); Self-administered questionnaire:SMS/MMSSelf-administered questionnaire:CASI(Computer-assisted Self-interview); Self-administered questionnaire:SMS/MMS Free access (with registration) - The research data can be downloaded by registered users.Freier Zugang (mit Registrierung) - Die Forschungsdaten können von allen registrierten Nutzerinnen und Nutzern heruntergeladen werden. http://dbkapps.gesis.org/dbkoai/oai.asp oai:dbk.gesis.org:SDN/10.7802_2890 2025-07-25 ddi:codebook:2_5