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Results show high overall intrinsic motivation (3.97/5) and distinguish cognitive-oriented versus social-oriented intrinsic motivations. Institutional variables—especially teacher support and peer support—emerge as strongest predictors and reduce negative effects of poorer self-reported health and age on intrinsic motivation to learn. Findings inform guidance for supporting vulnerable older adults in Taiwan.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-60-number-2-july-2020-support-matters-predictors-of-intrinsic-motivation-in-older-learners-in-taiwan/592872/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-60-number-2-july-2020-support-matters-predictors-of-intrinsic-motivation-in-older-learners-in-taiwan/592872.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the study on older learners?","Question",{"text":112,"@type":113},"The study investigates older learners’ intrinsic motivation and the predictors of that motivation, using an intrinsic-motivation viewpoint that includes institutional and personal factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do researchers measure intrinsic motivation among the 816 older learners?",{"text":117,"@type":113},"The paper reports survey-based quantitative results and provides an overall intrinsic-motivation rating (3.97/5), then differentiates intrinsic motivation into cognitive-oriented and social-oriented motivations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which predictors most strongly influence intrinsic motivation in the respondents?",{"text":121,"@type":113},"Institutional variables are the most important predictors, particularly teacher support and peer support.",{"name":123,"@type":110,"acceptedAnswer":124},"How do health and age relate to intrinsic motivation, and what role does institutional support play?",{"text":125,"@type":113},"The study finds that poor self-reported health and age have negative impacts on intrinsic motivation, but institutional predictor variables diminish these negative effects, implying that teacher and peer support can strengthen motivation for vulnerable older adults.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592872,1792192725,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 60, Number 2, July 2020  \nSupport matters: Predictors of intrinsic motivation in older learners in Taiwan  \nYi-Yin Lin  \nMackay Medical College  \nPrevious research has made it clear that older learners are mainly learning for learning’s sake. However, few studies have explored the intrinsic aspects of older learners’motivation in detail; also, the factors that influence their learning motivation remain under-researched and under-theorised. To address this gap, this survey-based quantitative study investigated the learning motivations of 816 older learners from an intrinsic-motivation viewpoint, and explored the predictors of  \nthese motivations, including institutional as well as personal factors. The results indicated that these older learners rated their intrinsic motivations highly (3.97/5 overall), and that such motivations could be differentiated into cognitive-oriented and social-oriented motivations. The most important predictors of intrinsic motivations for the respondents were institutional variables, especially teacher support and peer support. Importantly, institutional predictor variables were found to diminish the negative impacts of both self-reported poor health and age on these older adults’overall intrinsic motivation to learn. These findingsimply that, in Taiwan, providing more teacher-and peer support is likely to increase the intrinsic motivation to learn for vulnerable older adults who are disadvantaged by health problems and old age.  \nSupport matters: Predictors of intrinsic motivation in older learners in Taiwan 191  \nKeywords: Older learners, intrinsic motivation, motivation to learn  \nLife expectancy and the number of older adults are increasing dramatically across the globe, leading to widespread scholarly and policy support for lifelong learning as a way to increase these citizens’health and well-being (Sloane-Seale & Kops, 2007).An important casein point is Taiwan, whose population aged 65 and older is expected to increase ata faster rate than in any other country, foreshadowing demographic trajectories that will eventually occur elsewhere as welland prompting extensive Taiwanese government support for older adult learning (Council for Economic Planning and Development, 2011).A considerable body of research on the reasons older adults participate in learning activities has produced a consensus that their primary motivation is intrinsic (Bye, Pushkar, & Conway, 2007; Bynum & Seaman, 1993; Fujita-Starck, 1996; Kim & Merriam, 2004; Scala, 1996):  \nthat is, that they engage in these activities for their own sake rather than for any type of external reward.This type of motivation is reliably related to psychological health (Deci & Ryan, 2008).However, few studies have explored the intrinsic aspects of older learners’motivation in detail (e.g.Stephan, Fouquereau, & Fernandez, 2008; Szücs, 2001). Moreover, recent studies have identified low motivation to learn among older adults who are in poor physical health, live in rural areas (Caro, Caspi, Burr, & Mutchler, 2009; Mott, 2008; Sloane-Seale & Kops, 2007), and/or are in extreme old age.To shed additional light on these issues, the present survey-based quantitative study explored the motivations of a sample of older Taiwanese learners, focussing on intrinsic motivation (IM) to investigate its predictors.  \nMotivation to learn  \nThe most widely accepted theoretical framework for explaining adult and older learners’motivation is the typology devised by Houle (1961), which much subsequent research has tested and refined. In Houle’s original landmark study, he interviewed 22 adults (12 men and 10 women) to understand the reasons they participated in continuing education activities, and identified three types of adult learners based on their motivations: goal-oriented, activity-oriented, and learningoriented.Those who were goal-oriented had clear objectives, usually  \n192 Yi-Yin Lin  \nrelated to social advancements s","cbCaigSvXC2YVrfF","https://ap.wps.com/l/cbCaigSvXC2YVrfF","pdf",332889,23,"English","# Support matters\n## Predictors of intrinsic motivation in older learners in Taiwan\n## Motivation to learn\n## Theoretical framework and adult learning typology","[{\"question\":\"What is the central focus of the study on older learners?\",\"answer\":\"The study investigates older learners’ intrinsic motivation and the predictors of that motivation, using an intrinsic-motivation viewpoint that includes institutional and personal factors.\"},{\"question\":\"How do researchers measure intrinsic motivation among the 816 older learners?\",\"answer\":\"The paper reports survey-based quantitative results and provides an overall intrinsic-motivation rating (3.97/5), then differentiates intrinsic motivation into cognitive-oriented and social-oriented motivations.\"},{\"question\":\"Which predictors most strongly influence intrinsic motivation in the respondents?\",\"answer\":\"Institutional variables are the most important predictors, particularly teacher support and peer support.\"},{\"question\":\"How do health and age relate to intrinsic motivation, and what role does institutional support play?\",\"answer\":\"The study finds that poor self-reported health and age have negative impacts on intrinsic motivation, but institutional predictor variables diminish these negative effects, implying that teacher and peer support can strengthen motivation for vulnerable older adults.\"}]","Australian Journal of Adult Learning - Volume 60 - Number 2 - July 2020 - Support matters: Predictors of intrinsic motivation in older learners in Taiwan | PDF",1792076010,58]