Delving into psychosocial beliefs about lifelong learning: a comparison across educational levels

ABSTRACT

Low-educated adults do not often engage in lifelong learning. The current study examines whether and how psychosocial beliefs about lifelong learning differ between adults with different levels of educational attainment. The Theory of Planned Behaviour, which focuses on three specific psychosocial beliefs (related to Perceived Behavioural Control, Perceived Social Norms, and Attitudes) is used as a theoretical framework. In total, 563 adults completed our survey. ANOVA-analyses were used to study between-groups differences. The results demonstrated that low- and medium-educated adults’ experiences with psychosocial barriers are quite similar, except for power of control, since medium-educated adults experience more control over learning skills needed to participate. High-educated adults experience statistically significant more social pressure to engage in lifelong learning, especially from their work-related referents. In addition, high-educated adults experience statistically significant more control over their participation, specifically when it comes to control over skills necessary to participate in learning. Low-and medium-educated adults do show positive attitudes towards learning, but high-educated adults’ attitudes are statistically significant more positive. Follow-up, qualitative studies could provide in-depth insight into these determinants. Additional understanding of the three psychosocial barriers could help educational institutions and policy makers to appropriately attract and support adult learners.

KEYWORDS:

• Lifelong learning
• psychosocial beliefs
• social norms
• perceived behavioural control
• attitudes

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lisse Van Nieuwenhove

Lisse Van Nieuwenhove is a PhD researcher at the department of Educational Studies, Ghent University, Belgium under the supervision of Prof. Dr. Bram De Wever. Her research focuses on participation in lifelong learning, barriers to lifelong learning and participation barriers of vulnerable learners. She is also assistant-project manager of PIAAC Flanders (Belgium), an international large-scale assessment developed by the OECD that measures adult competencies.

Bram De Wever

Bram De Wever is associate professor at the department of Educational Studies, Ghent University, Belgium. He is head of the research group Tecolab and has expertise on technology enhanced learning, inquiry learning, computer-supported collaborative learning, online self and peer assessment and peer feedback, and learning design and implementations of TEL. His reserach focuses on adult learning, online and blended learning, higher education and teacher education settings.