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Factors affecting the motivation of unemployed for education
Marko Radovan
Full text (pdf) | Views: 13 | Written in Slovene. | Published: December 7, 2003
Abstract: The present study tested how well Ajzen in Fishbein's (1980) Theory of reasoned action (TRA) predicted educational intentions and aspiration of the unemployed, who were enrolled in governmental funded educational programs. Study also explores the role of self-efficacy (Bandura, 1997) as the third independent determinant of intention within the theory of reasoned action and its impact on motivation for further education. Questionnaires were administered to a sample of 326 unemployed persons, aged from 16 to 49 years. It turned out that the only significant predictor variable are subjective norms, which had explained 38 % of the variance in intentions (p < 0.001), whereas attitudes toward behavior and self-efficacy did not achieve significance. On the other hand self-efficacy strongly influences individual's educational aspirations and expectations. The results of the study support the hypotheses, that external variables have stronger impact on person's goals, which are under a strong social influence, then on personal beliefs about instrumentality of behavior and perceived competence.
Keywords: motivation, education, theory of reasoned action, adult education, attitudes, self-efficacy, unemployed
