Personal and organizational factors influencing training were identified by 105 managers in Australia. A significant relationship was found between organizational aspects and training outcomes, suggesting that organizations' provision of training resources, incentives, and opportunities matter more than personal attributes of trainees. (SK)

Sources of organizational learning were studied for 131 employees, 109 of whom were managers, who participated in projects with external consultants in a large public-transport company in Norway. A multiple regression analysis explained 69% of organizational learning as a function of attitude toward learning. Differences between managers and other…

For beginning students in Scottish further education colleges (n=701), printed material was the most important preenrollment communication method. Support for attendance in the form of child care and financial aid was crucial. Location, local reputation, and the development of social relationships were also important motivational factors. (SK)

Background: Most studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context. Aims: The present study investigated Chinese elementary school children's beliefs…

In this study I examined how Taiwanese junior high school students' perceptions of autonomy support were related to their motivational characteristics, and the ability of these constructs to explain students' academic engagement. A total of 343 eighth-grade students completed a self-report survey assessing their perceptions of autonomy support…

Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…

This study explores the relationship between regional people's identities, their experiences of learning, and engagement with learning. Fifteen adult learners describe those experiences of education and the significant impact of their learning identity on their engagement with learning in the long term. The study was based in a regional area of…

This study examines the relationship between employee attitudes towards training and organizational commitment among a sample of nurses in New Zealand and the United States. Results show that perceived access to training, training frequency, motivation to learn from training, benefits of training, and supervisory support for training were…

Interviews with Maori people aged 18-25 revealed schooling experiences characterized by low teacher expectations and indifference, varied reasons for participation in adult education, and preferences for particular learning environments. (SK)

Responses from 83 of 120 British midwives showed that motivation for continuing education was strongest in regard to professional competence and innate desire for knowledge, less in regard to legal requirements for practice. Strongest motivators were internal and learning related. Social integration was the least important aspect of continuing…

Tests a model of motivation and achievement with data from 50 teachers and 806 Grade 4-6 students in Taiwan. Autonomy as a construct was shown to have ecological validity in Chinese children. The proposed model fit the data well, showing that maternal involvement and autonomy support, as well as teachers' autonomy support, are important for…

Interviews with a lifelong learning manager and adult learners in rural Lincolnshire illuminated differences between continuing education providers' and learners' expectations of lifelong learning. Learners were job focused and interested in improving labor market outcomes. Policies that reflected community and citizenship benefits from learning…

An action research study involving British adults interested in further education opportunities found that the vast majority learned about adult education courses by word of mouth rather than print; supports such as child care, subsidies, and accommodations for people with disabilities are crucial; and follow-up courses are desired. (SK)

Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been…

Corpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students' attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to…