Latent Profile Analysis of Adult Learners' Lifelong Learning Participation Motivation Among LiFE Project College Student

As the demand for adult learners in higher education increases, universities are being called to transform into key institutions within the community’s lifelong education system. In response, the Ministry of Education is promoting degree programs for adult learners through the Lifelong education at universities for the Future of Education (LiFE) Project. While previous studies have examined the relationship between adult learners’ motivation and learning outcomes, there is limited research from a person-centered approach using latent profile analysis (LPA). This study aims to categorize adult learners’ lifelong learning motivation in LiFE universities using LPA and identify characteristics of each type. An online survey of 270 adult learners from four universities participating in LiFE 2.0 assessed three types of motivations: activity-oriented, goal-oriented, and learning-oriented. The analysis revealed four motivation types: low/moderate level/activity-avoidant, mixed level/learning-oriented, moderate level/goal-avoidant, and high level/learning-oriented. No significant differences were found in gender, grade level, prior degree, or occupation among the types, but significant differences were observed in learning engagement, university life adaptation, and perceived learning outcomes. Additionally, strong correlations were found between lifelong learning motivation, engagement, adaptation, and outcomes. The study offers implications for further research on motivation and learning design for adult learners in higher education.