ADULT LEARNER

Adult Learner

Adult Learner

Introduction

Time is precious to adults. In a study focused on adults who leave college before completing their degree, lack of time was the dominant theme. Adults in this study repeatedly made reference to competing priorities such as work and family. In general, they did not have enough time to meet the demands of schoolwork and to care for their families and perform their jobs. A quote from a woman in the study amplifies how enormous school can be for adults. It is often very difficult for adult learners to estimate the amount of time a given course assignment, or practice regimen might take. Some will overestimate. Some will underestimate. Others will procrastinate, as busy people often do.

If a learning activity will require a significant amount of time, it is best for learners to know this is this so that they can plan more effectively, avoid procrastination, and begin to set proximal goals, goals that make sense and are achievable in the upcoming future with reasonable efforts. A proximal goal is the motivational premise behind the expression “One day at a time.” Often we have to break down or segment an eventual goal into sub-goals in order to have the sense of self-efficacy to achieve it. This approach may be as helpful for successfully completing a course or a project as it is for recovery from an addiction. In education, we may not realize it, but when we outline the steps, responsibilities, and timeliness for completing a project, we are often setting proximal goals and significantly increasing our chances for a successful and motivating accomplishment.

Discussion

Establishing Challenging and Attainable Learning Goals

One of the strongest influences on self-efficacy is how the learner interprets and sets the goal for learning. This process influences expectancy for success in learning and has a strong impact on self-efficacy beliefs. It is possible that, the learner could initially like a subject, feel positive toward the instructor, believe she is very effective in the subject, but still not expect to succeed because there is not enough time to study for training or course unit. For adults, the decision to invest time in a learning activity may be as important as the decision to invest money or effort. Sometimes adults do not understand what is necessary to do well in a course, and this confusion leads to discouragement. Establishing challengingly and attainable learning goals with adults strongly support their self-efficacy and reduces confusion and time concerns. (Stephen, 1991)

Use Goal Setting Methods

This is a more individualized approach to increasing adult learners' expectancy for success and their self-efficacy. Efficacious learners persist longer, especially when they encounter difficulties. The advantage of goal setting is that, it brings the future into the present and allows learners to become aware of what they need to do to have a successful learning experience. Goal setting not only prevents learners from unrealistic expectations, but also gives them a chance to plan and self regulate specifically for obstacles that prevent ...