Dynamics of motivation of older adults in training programmes
A systematic review
Bibliographic Data
| ID | 21866980 |
|---|---|
| Authors | Francisco Lucas Chinchilla Hernández (0000-0003-1741-6101), María González-Blanco (0000-0002-1011-4066, Universidade de Santiago de Compostela), Nelly Fortes González (0000-0002-6219-0474, Universidade de Santiago de Compostela), Pilar Montañés (0000-0001-5684-1990), Pilar Montañés Muro (Universidad de La Rioja) |
| Year | 2025 |
| Pages | 1-30 |
| Publication date | 2025-12-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal for Research on the Education and Learning of Adults (JOURNAL) |
| Journal identifiers | ISSN: 2000-7426 • E-ISSN: 2000-7426 |
| Publisher | Linköping University Electronic Press (PUBLISHER • SE) |
| DOI | 10.3384/rela.2000-7426.6220 |
| OpenAlex | W7117422568 |
| Language | EN |
| References cited | 47 |
While educational programmes for older adults are critical for active ageing, their effectiveness depends on deeply understanding participation drivers beyond simplistic lists of motives. This systematic review synthesises evidence on motivations and barriers, reconceptualising motivation as a dynamic process that evolves from initial impulse to sustained engagement. Following PRISMA guidelines, 31 empirical studies regarding adults aged 50+ were synthesised. A multidimensional framework analysed the temporal evolution and functional axes (instrumental, social, eudaimonic) of motivation. Participation is often initiated by pragmatic instrumental or cognitive goals. However, sustained engagement is driven by social connection and eudaimonic pursuits. Instrumental goals often act as gateways, while barriers encompass multi-layered personal, technological, and structural factors. Motivation is a dynamic journey of pragmatic adaptation and existential expansion. Programmes must challenge ‘one-size-fits-all’ approaches, adopting flexible, person-centred ecosystems that attract learners with practical benefits while nurturing the evolving social goals crucial for well-being
Adult education · Cognition · Empirical evidence · Older people · Self-determination theory · Social cognitive theory · Aging and Gerontology Research · Retirement, Disability, and Employment · Technology Use by Older Adults
Lifelong Learning in Later Life
Social capital as a resource for mental well-being in older people
Theories of Motivation in Education
Education and Learning for the Elderly
Declaración PRISMA 2020
The Measurement of Observer Agreement for Categorical Data
Older Adults’ Engagement in Senior University Lectures and the Effect of Individual Motivations
Experiences of intrinsic values in education for older adults
Age-Friendly University principles
Enhancing quality of life for older adults through university education
The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Interventions to reduce social isolation and loneliness among older people
Ask them why
Motivation matters
Later life learning for adults in Scotland
Motivations for older adults’ participation in distance education
Four decades of Universities of the Third Age
Older people's university students in Spain
From crisis to crisis
| Citation velocity | historical |
|---|---|
| Highly cited | No |