Goodwin, Tim; Hallam, Susan; (2007) Adult Learning: The role of emotional intelligence. In: Crowther, Jim and Sutherland, Peter, (eds.) Lifelong Learning: Concepts and Contexts. (pp. 117-126). Routledge: Taylor & Francis Group: London, UK.

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Abstract

Research into motivation in adult learning has tended to focus on the individual’s motives for attending courses and the obstacles that may prevent attendance (La Valle and Blake, 2001; McGivney, 2001). Intrinsic and extrinsic motives have been identified (McGivney, 1995; Woodley et al., 1987), while studies of drop out have highlighted issues including inappropriate placement of students on courses, students’ prior expectations and the poor quality of resources in colleges (McGivney, 1996; Martinez and Munday, 1998). Blaxter (1999) found that life crisis events and an unsafe and insecure social living environment kept students away from classes. Interpersonal relationships within the class were also important, a finding supported by Goodwin (1996) who identified unsatisfactory class organisation as influencing drop out.

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