A Study on Adult Learners’ Motivation for Learning Engagement and Academic Persistence

Recent social changes have accelerated the shift toward a lifelonglearning society. This study examines motivations for adult learners’ initialparticipation in higher education and their academic persistence. Using Modified Consensual Qualitative Research (CQR-M), responses from 190 students at KUniversity’s adult learner college were analyzed. Five participation motivationsemerged: self-achievement, improving professionalism, cognitive interest, socialstimulation, and forming social relationships. Persistence motivations included:expectation of self-accomplishment, academic outcomes, social support, utilizationof support systems, and faculty support. The findings provide a systematicunderstanding of adult learners’ motivation, offering implications for tailored policiesand programs. Limitations include the single-university sample and qualitativedesign. Future research should target diverse backgrounds, examine relationshipsamong factors, and conduct longitudinal studies on persistence and dropout.