Unraveling low-educated adults' motivation for second-chance education: A multidimensional perspective

Low-educated adults' participation in second-chance education (SCE) is often implicitly imposed, as an ISCED level 3 degree is required to have access to a range of jobs or to higher education. This raises questions concerning SCE-learners’ participation motivation and subsequently, their motivation to invest in effective learning behavior to achieve. This qualitative study aims to unravel SCE-learners’ distinct motivational drivers and to develop a conceptualization of motivation in lower adult education, an area that has been overlooked in motivational psychology. Based on their variations in quantitatively measured motivational profiles, 19 SCE-participants were purposively selected. In-depth interviews allowed participants to expand upon their participation and learning motivational narratives. Drawing on well-established theoretical frameworks, both theoretically expected, and data-driven codes were derived. Subsequent variable-oriented and person-oriented analyses yielded a model comprising six prevalent motivational dimensions. Extensive audit trailing was done to enhance the study's trustworthiness. Using in the model an axis distinguishing between motives higher and lower in internalization and an axis distinguishing between participation and learning motivation, five motivational dimensions could be classified. Three dimensions high in internalization – growth-orientation (participation-oriented), mastery-orientation (learning-oriented) and feel-good-orientation (participation-learning-oriented) – and two dimensions low in internalization – diploma-orientation (participation-oriented) and efficiency-orientation (learning-oriented) – were identified. The ambivalent orientation residing outside the quadrant , represents the sixth dimension, as this unclear orientation is strongly present among SCE-participants. This study offers a concise classification of prevalent motives among SCE-learners, simultaneously highlighting that SCE-learners not necessarily have a clear understanding of what exactly motivates them. • A context-specific conceptualization of motivation in lower adult education. • Bridging well-validated motivation theories in underrepresented samples. • Integration of goals, self-determination, and participation- or learning-orientation. • Ambivalent profiles point at unclarity of low-educated adults' motivation. • Growth-orientation, crucial for lifelong learning, is limitedly present.