[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589146-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589146-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","educational-attainment-literacy-skills-nativity-and-motivation-to-learn-among-middle-aged-adults-in-the-united-states","Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States","","Research on motivation to learn (MtL) remains limited, especially for middle-aged adults and immigrants. This study investigates how educational attainment, literacy skills, and nativity status (foreign-born versus native-born) predict MtL among U.S. residents aged 40 to 65. Nationally representative PIAAC data are analyzed using structural equation models to validate the latent MtL construct and test associations. Postsecondary education and stronger literacy skills relate to higher MtL, while foreign-born individuals show lower MtL than U.S.-born adults. The findings highlight barriers to lifelong learning participation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/educational-attainment-literacy-skills-nativity-and-motivation-to-learn-among-middle-aged-adults-in-the-united-states/589146/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/educational-attainment-literacy-skills-nativity-and-motivation-to-learn-among-middle-aged-adults-in-the-united-states/589146.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What factors does the study examine as predictors of motivation to learn (MtL)?","Question",{"text":63,"@type":64},"The study examines educational attainment, literacy skills, and nativity status (foreign-born vs. native-born) as predictors of MtL among middle-aged adults in the United States.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do educational attainment and literacy skills relate to MtL?",{"text":68,"@type":64},"Postsecondary education degrees and higher literacy skills are associated with greater motivation to learn.",{"name":70,"@type":61,"acceptedAnswer":71},"What difference does the study find between foreign-born and U.S.-born adults in MtL?",{"text":72,"@type":64},"Foreign-born individuals have lower MtL than their U.S.-born counterparts, indicating potential demoting factors for lifelong learning participation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589146,1792191574,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Vol. 34 No. 1 ADULT LEARNING   \nRefereed Articles    \nEducational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States  \nShalini Sahoo, MA1,2􀀁, Roberto J. Millar, PhD 1,2 , Takashi Yamashita, PhD, MPH, MA1 , and Phyllis A. Cummins, PhD3􀀁  \nAbstract: Research on factors associated with motivation to learn (MtL) is limited, particularly among middle-aged adults and immigrants. This study examines educational attainment, literacy skills, and nativity (foreignborn vs. native-born) as predictors of MtL in middleaged adults living in the United States. Nationally representative data of middle-aged adults between the ages of 40 and 65 years were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) . Structural equation models were used to assess  \nthe validity of the latent MtL construct and to examine the associations with the selected determinants in middle-aged adults. Postsecondary education degrees and higher literacy skills were linked with greater MtL.  \nHowever, foreign-born individuals had lower MtL than their US-born counterparts. Educatorsand researchers should be aware of lower educational attainment, limited literacy skills, and being an immigrant as possible demoting factors of MtL, and in turn, barriers to lifelong learning participation among middleaged adults.  \nKeywords: literacy, level of education, motivation to learn, lifelong learning, immigrants  \nContinuing education  \nand training over the life course, or lifelong  \nlearning, is a crucial economic enabler for the aging workforce and a fast-changing economy. Skills learned early in life are obsolesced at an increasing speed due to rapid shifts in the global economy and the skillsets in demand. Due to the  \nEDUCATION COMMUNITIES NEED  \nTO MAKE CONTINUOUS EFFORTS TO ENHANCE THE FOUNDATIONAL SKILLS SUCH AS LITERACY IN THE GENERAL  \n”  \nPOPULATION    \n“  \nDOI: 10 . 1177/10451595211048554 . From 1Department of Sociology, Anthropology, and Health Administration and Policy, University of Maryland, Baltimore County, Baltimore, MD, USA, 2Gerontology Doctoral Program, University of Maryland, Baltimore County, Baltimore, MD, USA, and 3The Scripps Gerontology Center, Miami University, Oxford, OH, USA. Address correspondence to: Shalini Sahoo, Department of Sociology, Anthropology, and Health Administration and Policy, University of Maryland, Baltimore County, Public Policy Building, Room 252, 1000 Hilltop Circle, Baltimore, MD 21250, USA. Email: [Sahoo1@umbc.edu](Sahoo1@umbc.edu).  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)Copyright © 2021 The Author(s)  \nneed to continuously add new skills to the repertoire of the aging worker over the life course, lifelong learning has become necessary for all workers to remain economically viable ina time of globalization and technological advancement (Feinstein et al. , 2008 ; Lim et al. , 2018) . Lifelong learning and skill development are particularly important for ensuring employability and maintaining labor force participation among middle-aged and older workers, as initial formal education in earlier life stages may no longer be sufficient (Lim et al. , 2018 ; Tikkanen, 2017) . Population aging necessarily leads to an increasingly larger number of middle-aged and older workers in the global workforce (U.S. Bureau of Labor Statistics [BLS], 2020) . By 2029, workers aged 55 and older are projected to be the largest segment of the labor force and about 45% of the labor force will be aged 45 and older. The proportion of the United States labor force aged 55 and older is projected to be nearly doubled between 1999 and 2029 (12 .7–25.2%) (U.S. Bureau of Labor Statistics [BLS], 2020) . Yet, in the United States, less than half of adults (age 16 years and older) participate in any form of lifelong learning, with even lower rates among middle-aged and old","cbCaihXDXVJa4Kj3","https://ap.wps.com/l/cbCaihXDXVJa4Kj3","pdf",920514,15,"English","# Abstract\n# Continuing education and training over the life course\n## Lifelong learning as economic and labor-force enabler\n## Motivation to learn and educational determinants\n# Evidence linking education, basic skills, and lifelong learning","[{\"question\":\"What factors does the study examine as predictors of motivation to learn (MtL)?\",\"answer\":\"The study examines educational attainment, literacy skills, and nativity status (foreign-born vs. native-born) as predictors of MtL among middle-aged adults in the United States.\"},{\"question\":\"How do educational attainment and literacy skills relate to MtL?\",\"answer\":\"Postsecondary education degrees and higher literacy skills are associated with greater motivation to learn.\"},{\"question\":\"What difference does the study find between foreign-born and U.S.-born adults in MtL?\",\"answer\":\"Foreign-born individuals have lower MtL than their U.S.-born counterparts, indicating potential demoting factors for lifelong learning participation.\"}]","Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States | PDF",1792066637,38]