[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593188-105":59,"doc-detail-593188-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","self-authored-motivations-of-us-adult-basic-education-english-learners","Self-authored motivations of US adult basic education English learners","","Self-authored motivations of US adult basic education English learners are examined through self-authorship theory in a small qualitative case study. Three adult English learners in a college and career preparation class participated in two qualitative interviews each, supported by demographic questionnaires and reading scores. Grounded theory analysis identified distinct motivational constructions aligned with self-authorship development, marked by internal authority and self-defined goals. Findings support adult education programs in responding to these motivations.",{"@graph":69,"@context":122},[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/self-authored-motivations-of-us-adult-basic-education-english-learners/593188/",{"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/self-authored-motivations-of-us-adult-basic-education-english-learners/593188.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s primary purpose regarding adult basic education learners?","Question",{"text":112,"@type":113},"The study highlights how adult English learners’ self-authored motivations align—or do not align—with the federally defined goals of Adult Basic Education programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in this qualitative case study?",{"text":117,"@type":113},"Data included two qualitative interviews per participant, demographic questionnaires, and reading scores.",{"name":119,"@type":110,"acceptedAnswer":120},"What developmental characteristics define the learners’ self-authorship motivations?",{"text":121,"@type":113},"Learners constructed meaning toward self-authorship, characterized by orienting to internal authority and self-defined goals, with openness to internal voice and boundary maintenance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593188,1792188905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 63, Number 2, July 2023  \nSelf-authored motivations of US adult basic education English learners  \nJennifer Ouellette-Schramm Walden University, USA  \nMany adult English learners enroll in U.S. Adult Basic Education programs every year. The federally defined goal of these programs is to increase adult learners’skills to enable them to enter the workforce, but it is not clear whether this purpose matches learners’own motivations for entering these programs. Using the lens of selfauthorship theory of adult development, this small qualitative case study investigated learning motivations among three adult Els in an Adult Basic Education college and career preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Interviews were analyzed using the grounded theory approach to qualitative interview analysis. This study presents findings unique to three learners in this study, which was part of a larger cases study investigating learning experiences of nine adult learners from an adult developmental perspective. The three learners in this study constructed meaning from a developmental perspective growing toward self-authorship, characterized by orienting to an internal authority and self-defined goals. This article discusses these distinct self-authored learning motivations and offers implications for adult education programs to respond to the selfauthored learning motivations of adult English learners.  \n186 Jennifer Ouellette-Schramm  \nKeywords: self-authorship, adult development, adult basic education, learning motivation  \nIntroduction  \nRecent U.S.national data shows that in 2017 and 2018, more than half a million adults, the vast majority of whom were classified as English learners (ELs), participated in American Adult Basic Education (ABE) programs (National Center for Education Statistics, 2020).A primary purpose of ABE programs in [the U.S. is](the U.S. is) to help adult learners acquire skills to increase employability and meet workforce needs  \n(U.S.Department of Education, 2021).This workforce preparation emphasis shapes how ABE programs are required to measure impact and success.According to the Workforce Innovation and Opportunity Act (WIOA), federally funded ABE programs must report on adult learners’standardized test scores and entry into workforce training, postsecondary education, and the workforce (National Coalition for Literacy, 2021).The National Coalition for Literacy (2021), however, advocates for a broader way of measuring impact that reflects the spectrum of outcomes ABE programs also serve, including civic and family engagement and adults’learning and self-development objectives.Supporting adult learners’own objectives aligns with core assumptions of andragogy, including that adults possess a self-directed orientation in which readiness to learn is rooted in their own goals and social roles (Knowles et al., 2020).From the perspective of adult developmental psychology, this self-directed orientation is particularly relevant among adults constructing meaning from a “self-authoring”stage of development, or developmental perspective.Research on adult EL experiences in ABE programs using the lens of adult constructive development has found that adults’distinct developmental perspectivescan shape ways of experiencing learning in relationship to their own goals, including for those constructing meaning from a self-authoring perspective (Ouellette-Schramm, 2019; Kegan et al., 2001).In a seminal longitudinal study of adult ELs in ABE programs, some adult ELs felt supported and engaged while others felt frustrated or lost, depending on the learner’s distinct constructive-developmental perspective (Kegan et al., 2001).  \nSelf-authored motivations of US adult basic education English learners 187  \nThis small qualitative study was partofa larger case study investigating the learning experiences of adult ELs in a","cbCaig4YbUdoMSPN","https://ap.wps.com/l/cbCaig4YbUdoMSPN","pdf",172733,21,"English","# Introduction\n## Self-authorship development and adult ELLs","[{\"question\":\"What is the study’s primary purpose regarding adult basic education learners?\",\"answer\":\"The study highlights how adult English learners’ self-authored motivations align—or do not align—with the federally defined goals of Adult Basic Education programs.\"},{\"question\":\"How was data collected in this qualitative case study?\",\"answer\":\"Data included two qualitative interviews per participant, demographic questionnaires, and reading scores.\"},{\"question\":\"What developmental characteristics define the learners’ self-authorship motivations?\",\"answer\":\"Learners constructed meaning toward self-authorship, characterized by orienting to internal authority and self-defined goals, with openness to internal voice and boundary maintenance.\"}]","Self-authored motivations of US adult basic education English learners | PDF",1792076786,53]