Abstract
Motivation plays a crucial role in adult learners’ decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups.
Education plays a critical role with the development of any country, and adult learning and education (ALE) is a vital contributor to that growth. The Fifth Global Report on ALE asserted that 52% of countries increased their participation in ALE between 2018 and 2022 (United Nations Educational, Scientific and Cultural Organization [UNESCO] Institute for Lifelong Learning, 2022). In the Kingdom of Saudi Arabia, the number of students enrolled in adult-education programs increased from 58,940 in 2013–2014 to 139,610 in 2017–2018 (Puri-Mirza, 2020). With more adults returning to school, the country's literacy rate for adults aged 15 years and older increased to a record 98% in 2020 (UNESCO Institute for Statistics, 2022). The increased ALE participation in the Kingdom arguably reflected the government's considerable investment in education. This increased participation may equally reflect a growing recognition of the diverse benefits of adult literacy in contemporary knowledge-based societies.
ALE offers numerous benefits in the socioeconomic, political, health, and cultural domains. ALE leads to better employment opportunities, higher incomes, and an overall improvement in social status (Balatti & Falk, 2002). An enhanced social status leads to the creation of social capital and better social networks for both genders (Yousif, 2009). Among women with a limited education background, engaging in adult education is associated with increased social and political confidence, intense cultural participation, and better self-rated health status (Iñiguez-Berrozpe et al., 2020). In general, ALE transforms people's lives in ways that transcend the benefits of improved labor-market earnings and economic growth. ALE improves people's personal and social well-being, quality of life, civic and cultural involvement, and capacity to adapt to life's changes and challenges.
Adult High School Education in Riyadh, Saudi Arabia
The Kingdom of Saudi Arabia has progressively supported the educational needs of adult learners. In 1946, the Ministry of Education established Night Literacy Schools and Adult Education Centers (NLSAEC) in Riyadh and other cities, the earliest government effort to support adult education in the country (Alsonbol et al., 2016). NLSAEC initially lacked an adult curriculum, with one finally published in 1962 to target adult learners’ study preferences, motivations, and social and psychological attitudes (Alzahrani & James, 2020). The ministry has updated the curriculum several times: in 1967 to better correspond with the adult learners’ needs, in 1972 to align with the comprehensive vision of an adult learner, and in 1977 to improve the quality and studying experiences of adult learners (Alsarhani, 2003). Progressive efforts to upgrade the quality of the curriculum and align it with adult learners’ needs and motivations have contributed to increased enrollment rates in Riyadh.
Adult high school education in Riyadh, Saudi Arabia is offered through Adult Education Centers. Adults who have finished elementary and intermediate education can enroll into the centers and receive flexible learning options and tailored programs (Yousif, 2009). In the academic year 2021–2022, Riyadh's centers witnessed a total enrollment of 3,157 learners aiming to complete their high school education (General Administration of Education, 2021). The flexible learning options are designed to accommodate adult learners’ busy schedules. Subjects typically studied include mathematics, science, language arts, and social studies, to fulfill the requirements for obtaining a high school diploma. The curriculum is often designed to suit the specific needs of learners, taking into account their prior knowledge. While adult high school programs are designed to be completed within a few years, learning in the part-time or flexible learning options may take longer than two years to finish the program.
Problem Statement
The problem is the lack of an understanding of the factors influencing the motivation for adult learners in the Saudi Arabian context, particularly in high school settings in Riyadh. Studies suggest that adults’ motivations for enrolling in secondary education differ from children's incentives due to the adults’ cognitive development stage, autonomous enrollment, and personal obligations (Kanfer, 1990; Wolfgang & Dowling, 1981). Adults’ learning needs are often closely associated with social roles or responsibilities (Collins, 2004). Moreover, adults often have more life experiences and limited time, which may lead to specific educational goals (Kanfer, 1990). To adequately serve these adult learners, adult high-school programs should understand people's motivations and any age and gender differences in these motivations.
Aim
This study aims to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. Riyadh was selected as the focal point of this study due to its prominent status as Saudi Arabia's largest city by population, thereby affording a substantial pool of adult learners for research purposes. Additionally, its historical significance as the earliest city to host adult education classes in the country justifies its inclusion as a pivotal location for investigating adult education motivations.
Literature Review
The Motivations for Learners in Adult Education
The motivations for adult learners who enroll or participate in adult learning programs have been the subject of multiple theoretical and empirical inquiries. Houle (1961) developed the tripartite typology of motivation, which categorizes motivational orientations into three groups: goal, activity, and learning. The motivations for goal-oriented adult learners are specific outcomes or achievements, such as personal development or professional advancement. In contrast, the motivation for activity-oriented adult learners is the process of learning itself. These individuals relish intellectual or cognitive stimulation as well as the challenge of learning and are less driven by outcomes or achievements. Finally, the motivation for learning-oriented adults is the acquisition of knowledge, skills, or competencies. Educational researchers have widely utilized and adapted the tripartite typology to understand adult learners’ motivations.
Roger Boshier was among the early scholars to adopt Houle's tripartite typology in their exploration of the relationship between adults’ motivations for learning and participating in adult education programs. Boshier (1971) tested Houle's framework on a sample of 233 adult learners in New Zealand and developed the Education Participation Scale (EPS). Based on subsequent interviews and tests with 845 adult learners in North America and Asia, Boshier (1991) published an alternative EPS form (EPS A-Form). The EPS A-Form contains seven factors of adult motivation: professional advancement, family togetherness, educational preparation, cognitive interest, social stimulation, communication improvement, and social contact. Studies about adult learners’ motivation have extensively utilized or tested the instrument and its factors.
Professional advancement has been extensively reported in studies on adult education. Early studies identified professional, career, or job advancement as a strong motivation for participating in adult studies (Boshier, 1971, 1977; Morstain & Smart, 1974). These findings are based on geographically diverse participants. Boshier (1971, 1977) and Morstain and Smart's (1974) studies were conducted in New Zealand, Canada, and the United States, respectively. More recent studies similarly established that better jobs, promotions, and career-related rewards motivate many adult learners (Das & Kumar, 2022; Efthymios & Panitsides, 2014; Petty & Thomas, 2014). Das and Kumar's (2022) study was based on responses from 102 adult learners in India, while Efthymios et al. (2014) based their findings on 257 learners in Northern Greece. Petty and Thomas (2014) conducted a literature review of diverse studies. Professional or career advancement remains a strong driving force for adults who are pursuing further education, as evidenced by historical and contemporary studies.
Family responsibilities and togetherness also motivate learners to enroll in adult education programs. Based on a study of 323 learners with low literacy who enrolled in an Iowa adult basic education program, Beder and Valentine (1990) posited that the strongest motivation for joining adult education was the expectation of an improved ability to assist children with homework. Similarly, in a study with 160 learners from Saudi Arabia's Yanbu adult education schools, Aljohani and Alajlan (2020) found that family togetherness was rated third after cognitive interest and social contact. These findings suggest that some adults view enrolling in adult education as a way of being a better spouse or parent. Engaging in adult learning allows adults to catch up with or connect better with their loved ones, thus strengthening family ties.
Apart from family responsibilities, multiple studies have found that enrollment in adult education is strongly motivated by educational preparation, which reflects a desire to gain experiences that contribute to or improve the ability to enter higher education (Boshier, 1971). According to Francois (2014), educational preparation was ranked among the top three reasons why adults enrolled in U.S. postsecondary educational programs. Among the high school-level participants, educational preparation was the strongest motivation for enrolling in a religiously sponsored adult education program in Southern California (Mambo, 2019). Obtaining a high school diploma is an essential step toward pursuing higher education. Adults enrolling in these programs may have limited access to secondary education when they were younger and may consider returning to school as an opportunity to fill the knowledge or skills gaps required for higher education courses or schools.
Cognitive interest or stimulation, defined by Boshier (1971) as the desire to learn for the sake of learning, is one of the strongest motivations for adult learners in Saudi Arabia, particularly in Yanbu City. According to Aljohani and Alajlan (2020), cognitive interest only ranked behind religious stimulation as a motivation. This finding aligns with other studies outside Saudi Arabia. For example, Francois (2014) found that cognitive interest was among the three dominant motivations for non-traditional adult students who were pursuing postsecondary education in the United States. Similarly, in a sample of 189 learners at an institute for learning in retirement in Georgia, Kim and Merriam (2004) established that cognitive interest was the strongest motivation. Xiong and Zuo (2019) identified solving problems, acquiring knowledge, and improving cognition as the leading motivations for older adults participating in massive open learning courses. These findings suggest that cultural and geographic differences do not moderate cognitive interest as a primary motivation for adult learners, particularly among older adults.
Social contact, social stimulation, and communication improvement are also essential orientations that motivate learners. Social contact entails the learners’ desire to socialize, to make new friends, and to establish acquaintances (Boshier, 1971). Aljohani and Alajlan (2020) found that social contact had the second-highest mean, but still deemed it a less influential motivation, after religious motivation among Yanbu adult learners after religious motivation. Kim and Merriam (2004) also found that social contact was second highest, after cognitive interest, among older adult students in Georgia. However, Mulenga and Liang (2008), in a sample of 371 older Taiwanese adult students, found that social contact and stimulation were the least important motivations. Social stimulation reflects the learners’ desire to escape the frustrations, loneliness, or boredom of their daily lives. Communication improvement, which is the desire to improve speech or writing, is not widely identified as a significant motivation. Overall, these findings suggest that adult learners’ primary motivations vary.
Age and Adult Learning
Cognitive interest or stimulation is a significant motivation for older adult learners who enroll in or participate in educational programs. As previously mentioned, learners at a learning in-retirement institute in Georgia cited cognitive interest as their strongest motivator (Kim & Merriam, 2004). Villar et al. (2010), who interviewed older adults attending a university program in Spain, presented the same finding. Aljohani and Alajlan (2020) added that adults aged 30 years and older are more motivated by cognitive interest, but adults who are younger than 30 are more motivated by social contact. Wolfgang and Dowling (1981) presented the same findings as Aljohani and Alajlan (2020); Wolfgang and Dowling (1981) surveyed 172 students aged 18–22 years and 153 older adults aged 23–45 years. Social contact was also rated highly in the four studies among older students, albeit behind cognitive interest or stimulation.
However, not all studies posit that cognitive interest or stimulation is the most significant motivation for older adults. For instance, Das and Kumar (2022) found that cognitive interest was a weak motivation among older adult learners in India. Also, the study found that participants aged 50 years and older were more motivated by the prospects of improved communication skills, social contact, and family togetherness. Das and Kumar's (2022) findings nevertheless represent a minority position, since most studies posit that age is a predictor of cognitive maturity (Lin & Wang, 2016). Stated differently, cognitive interest as a motivation for learning tends to increase with the age of the learner. Interestingly, participation in adult learning also tends to decrease with increasing age, particularly after 45 years of age (Rothes et al., 2014). These findings demonstrate the complex relationship between age and the motivations for enrolling in adult education.
Gender and Adult Learning
Multiple studies have established that cognitive interest is a stronger motivation for female than male students, but there is no consensus in the studies on the other factors. For instance, Boshier and Collins’ (1985) analysis of secondary data from 55 studies of 13,442 adult learners in Asia, Africa, the United States, Canada, and New Zealand established that female students are more inclined toward cognitive interest. Also, the study posited that male students are more inclined toward professional advancement, social contact, social stimulation, community service, and external expectations. However, Aljohani and Alajlan (2020) found that Saudi Arabian female adult students, compared to their male counterparts, exhibited higher motivational orientations in family togetherness, social stimulation, and cognitive interest. Finally, Das and Kumar (2022) found that Indian female participants scored higher on cognitive interest, but the difference was not significant. These studies arguably point to cultural or geographic influences for the relationship between gender and learning motivation.
Although there is still debate about the greatest motivations for male and female adult learners, there is a consensus that female students score higher in intrinsic motivation, while their male counterparts score higher in extrinsic motivation. Morstain and Smart's (1974) study among 611 students in New Zealand, was one of the seminal studies to find a gender-based motivational orientation. The study posited that male students were more motivated by external stimuli, while female students were more motivated by internal desires. Two studies by Rothes et al. (2014, 2017), in samples of 310 and 188 Portuguese adult learners, respectively, support the finding. Intrinsic motivation entails enrolling or participating in adult learning programs because it is satisfying or enjoyable. Conversely, extrinsic motivation is driven by tangible external stimuli or outcomes.
Gap
The literature review reveals a lack of consensus about the greatest motivation for adults who enroll in adult learning schools across geographic regions. The strongest motivating factors for adult learners also differ by age and gender, although female adult learners are more intrinsically motivated while male adult learners are more extrinsically motivated (Rothes et al., 2014, 2017). These findings imply that the motivational orientations for female and male adult learners who enroll at adult high schools in Riyadh are probably distinct. However, only one study examined the motivations for Saudi Arabia's adult learners, and it was conducted at the Yanbu adult education schools (Aljohani & Alajlan, 2020). Furthermore, that study did not focus on learners who were enrolled in or participating in adult high school education. High school education is a gateway for higher education, vocational training, and general knowledge and skills. A limited understanding of the motivations for learners at adult high schools in Riyadh will undermine efforts to formulate appropriate adult education policies. Therefore, the current study is guided by the following research questions: What are the strongest motivations for learners enrolled at adult high schools in Riyadh, Saudi Arabia? To what extent do gender and age influence the learners’ motivations at adult high schools in Riyadh, Saudi Arabia?
Significance of the Study
Studying the motivational orientations of male and female adult high school students in Riyadh, Saudi Arabia, is significant for three reasons. First and foremost, the research can assist with refining the theories of adult learning in the Saudi Arabian context by enhancing our understanding about people's motivations. Secondly, the study's findings might clarify the gray areas for the motivational orientations of female and male adult learners in high schools in Saudi Arabia. Lastly, the insights gained from this study can contribute to the Saudi Arabian government's efforts to improve the quantity and quality of the learning experiences for adults.
Theoretical Framework
This study is guided by the andragogical theoretical framework, also known as the adult learning theory, that was developed by Malcolm Knowles. According to Knowles (1973), the motivations for adult learners differ from those of children. Adult learners are motivated to learn when the knowledge or process is relevant to their daily lives and when they need to know. They are equally motivated by the prospect of applying lessons in real-life situations. Knowles (1984) identified four principles for the adult students: they are self-directed learners, have an extensive depth of experience, are ready to learn, and are task-motivated. Therefore, the theory of andragogy emphasizes understanding the unique learning needs and preferences of adult learners.
The andragogical theoretical framework guided the choice of the instrument to evaluate the motivations for adult learners who enroll in adult high schools in Riyadh. The EPS A-Form that was developed by Boshier (1971) is rooted in the andragogical model, which is based on six primary features: need, readiness, reason, orientation, involvement, and satisfaction (Knowles, 1984). Used to measure the motivational factors for adult education involvement, the EPS A-Form serves as a valuable tool for understanding the extent of adults’ participation in educational pursuits. Using a survey instrument inspired by the framework provides a strong theoretical foundation for the research and ensures that the study's measurements align with established principles and concepts in adult learning.
Methodology
A cross-sectional study design was adopted to evaluate the adult learners’ motivations for enrolling in adult high schools in Riyadh, Kingdom of Saudi Arabia, and to examine the gender and age differences for the learners motivational orientations. Accordingly, the target population for this study was students at adult high schools in Riyadh. Data from the General Administration of Education (2021) indicate that there were 3,157 students in 2021. These students were included in the sampling frame. The researcher sent recruitment emails with the survey to a randomly generated sample of the target population and received 224 responses. Three responses were excluded due to incorrect responses to one of the survey questions. Specifically, these respondents did not provide valid responses to the question about gender. According to Calculator.net (n.d.), a sample size of 221 from a target population of 3,157 yields a ± 6% margin of error at a 95% confidence interval. The respondents self-administered the survey, which inquired about age group, gender, and motivational orientations.
Instrument
The EPS A-Form was used to collect data about the students’ motivational orientations. The EPS A-Form is an updated 42-item psychometric tool first developed by Boshier (1971). The first version of EPS A-Form consisted of 48 items that measured the motivational orientations for adult learners based on Houle's (1961) typology. The 48 items were categorized into 14 first-order factors that were derived from interviews with 233 adult learners at three institutions in New Zealand. Following subsequent interviews with 845 adult learners in North America and Asia, Boshier (1991) inductively derived seven 6-item factors. The seven factors are social contact (2, 9, 16, 23, 37, 30), social stimulation (6, 13, 20, 27, 34, 41), professional advancement (4, 11, 18, 25, 32, 39), family togetherness (5, 12, 19, 26, 33, 40), educational preparation (3, 10, 17, 24, 31, 38), cognitive interest (7, 14, 21, 28, 35, 42), and communication improvement (1, 8, 15, 22, 29, 36). Participants rate these items on a four-point Likert scale, where 1 represents “no influence,” 2 “little influence,” 3 “moderate influence,” and 4 “much influence”.
The EPS A-Form demonstrates high validity and reliability. The instrument's items have high factor loading, and the alpha coefficients vary between 0.76 and 0.91, indicating high internal consistency (Boshier, 1991). An intercorrelation test of the EPS A-Form and the old EPS form found a correlation-coefficient mean of 0.62, suggesting positive concurrent validity. Furthermore, Fujita-Starck's (1996) factor analysis for a sample of 1,124 university students found an overall Cronbach's alpha coefficient of 0.92, with motivational factors ranging from 0.75 to 0.95. With the current study, the Cronbach's alpha coefficient ranged between 0.86 and 0.94: social contact (0.94), cognitive interest (0.92), professional advancement (0.92), communication improvement (0.90), family togetherness (0.90), educational preparation (0.88), and social stimulation (0.86). Based on the data, the instrument is psychometrically sound.
Data Analysis
Data analysis was performed using version 26 of the Statistical Package for the Social Sciences (SPSS). The mean, standard deviation, and Wilcoxon signed-rank tests were used to evaluate and to rank the learners’ motivations. A Mann–Whitney U test and the Kruskal–Wallis H test respectively were used to examine gender and age differences for the learners’ motivations.
Results
A total of 221 valid responses were obtained from adult learners who were enrolled in high school education programs in Riyadh, Kingdom of Saudi Arabia. A marginal majority of the respondents were male (56.6%). Most respondents (42.1%) were aged 22–30 years, and the rest were evenly split between the 31–40 and 41 and over age groups (Table 1).
Gender and Age Distribution.
Motivations for the Adult Learners at Riyadh's High Schools
The respondents’ motivational orientations were assessed using the means of the factors. Professional advancement (M = 3.30, SD = .94) was the strongest motivation according to the results, followed closely by cognitive interest (M = 3.23, SD = 0.93) and educational preparation (M = 3.20, SD = 0.87). Social contact was the weakest motivation (M = 2.46, SD = 1.06) (Table 2).
Mean and SD of Motivational Factors.
Note: SD = standard deviation.
The Wilcoxon signed-ranked test was conducted to examine the differences in the values of the motivational factors. The analysis included 21 pairs and found no significant differences between the values of professional advancement and cognitive interest (Z = −1.30, p = 0.19), family togetherness and communication improvement (Z = −1.87, p = 0.06), and educational preparation and cognitive interest (Z = −1.12, p = 0.27). These results indicate that professional advancement and cognitive interest were rated equally, but professional advancement was rated differently from educational preparation. However, there are differences in the remaining motivational factors. The Wilcoxon Signed-Rank Test of Motivational Factors is presented in Table 3.
Wilcoxon Signed-Rank Test of Motivational Factors.
Note: PA = professional advancement, FT = family togetherness, CIM = communication improvement, SS = social stimulation, SC = social contact, EP = educational preparation, and CIN = cognitive interest.
Gender-Level Differences With the Motivational Orientations
Given the nonnormal distribution of data, differences in the motivational orientations of the respondents based on gender were assessed using the Mann–Whitney U test. The results reveal significant gender-level differences in educational preparation (Z = −2.22, p = 0.03). Female respondents rated educational preparation significantly higher than their male counterparts. However, gender did not moderate the remaining motivational factors. The strongest motivations for the male respondents based on the mean ranks were family togetherness (110.70), cognitive interest (108.66), and social stimulation (108.42). For the female respondents, the top three motivations were educational preparation (121.76), professional advancement (116.47), and communication improvement. Educational preparation was the lowest-rated motivation for male respondents, while family togetherness was the lowest-rated motivation for female respondents (Table 4).
Mann–Whitney Test.
Note: N = number of respondents.
Age Group Level Differences With the Motivational Orientations
Given the data's nonnormal distribution, a Kruskal–Wallis H test was used to examine statistically significant differences for the motivational orientations across age groups (Table 5). The results revealed no statistically significant differences with the motivational factor means for the three age groups (p > 0.05). The mean rank, however, revealed the highest-rated motivations for each age group. For the respondents aged 22–30 years, the most important motivations were professional advancement (116.54), educational preparation (115.35), and cognitive interest (110.10). Conversely, for individuals aged 31–40, the highest-ranking motivations were family togetherness (122.68), cognitive interest (120.73), and communication improvement (117.54). Finally, for individuals who were 41 and over, the greatest motivations were social contact (115.44), social stimulation (113.71), and family togetherness (110.84). The smallest motivations for the three groups were family togetherness (102.82), professional advancement (109.17), and educational preparation (99.77), respectively (Table 5).
Kruskal–Wallis H Test of Motivational Factors.
Note. Asymp. sig. = Asymptotic significance.
Discussion
Seven motivational factors were evaluated in this study and were based on categories developed by Boshier's (1991) EPS A-Form: professional advancement, family togetherness, educational preparation, cognitive interest, social stimulation, communication improvement, and social contact. The results suggested that adult learners in Saudi Arabian high schools rate professional advancement as the highest motivational factor. Cognitive interest and educational preparation were also highly rated, but social contact and social stimulation were less important to the participants. Family togetherness and improved communication were moderately rated.
Professional advancement was the highest-rated motivational factor. This finding is consistent with previous studies (Boshier, 1971, 1977; Das & Kumar, 2022; Efthymios & Panitsides, 2014; Morstain & Smart, 1974; Petty & Thomas, 2014). Professional advancement entails the process of attaining higher job positions or increased responsibility in one's career, often by gaining additional qualifications or acquiring new skills (Finnegan, 2020). This study posits that adult learners at Saudi Arabian high schools are job-oriented. While there are multiple reasons why adult learners in Riyadh might cite professional advancement as their strongest motivation, it is undeniable that many of them possess only elementary educational qualifications. Their limited educational qualifications might limit their access to more lucrative jobs or career opportunities in contemporary Saudi Arabian society, which increasingly requires advanced education. Moreover, professional advancement may also be viewed as a means of personal growth, skill development, and recognition.
Cognitive interest was the second-highest-rated motivational factor in this study, with inferential analysis indicating no significant difference between it and professional advancement. The high rating of cognitive interest as a motivation for adult learners is supported by previous studies across various geographical and cultural boundaries (Aljohani & Alajlan, 2020; Francois, 2014; Kim & Merriam, 2004; Xiong & Zuo, 2019). Indeed, Aljohani and Alajlan (2020) found cognitive interest to be the second-highest-rated motivation in Yanbu City. These findings suggest that adult learners in Saudi Arabia are motivated by the desire to satisfy an enquiring mind or seek knowledge for its own sake. These findings align with the theory of andragogy, which posits that adults are self-directed learners who are strongly motivated by internal or intrinsic factors (Goddu, 2012). Therefore, educators must promote self-directed learning among adult learners by guiding these learners to identify their learning objectives and their reasons for learning, rather than solely relying on the guidance of instructors.
Educational preparation was also highly rated by adult learners in this study, but not as high as professional advancement. For an earlier study, Mambo (2019) posited that educational preparation was a strong motivation among adults who were enrolled in a secondary school program. While the study by Francois (2014) also found educational preparation to be highly rated, it was based on postsecondary school adults. Educational preparation, as a motivational factor, is related to a desire to compensate for inadequate former education and to prepare for different types of further education (Boshier, 1991). This current study suggested that a significant percentage of adults in Riyadh feel that they missed opportunities to gain knowledge, skills, and qualifications. High school education is a prerequisite for pursuing higher education opportunities, including vocational training as well as college diplomas and degree programs. These adults arguably view completing a high school education as a path to various higher or advanced educational opportunities.
While professional advancement, cognitive interest, and educational preparation were strong motivational factors for adult learners, social contact was the least influential incentive. This finding is consistent with Aljohani and Alajlan's (2020) study in Yanbu City, which concluded that social contact was among the least influential motivations. Social contact is concerned with meeting new people, having a good time with friends, being acquainted with different people, and making new friends. Aljohani and Alajlan (2020) interpreted that since people establish social relationships as they grow old, adult learners are likelier to have already established social connections when they enroll in education. Thus, the desire to connect socially in or through learning settings may not rank high on their list of motivations. Additionally, adult learners may have little interest in social contact due to busy schedules, financial limitations, or a fixed mindset (Stevens, 2021). Moreover, in Saudi Arabia's religiously and culturally conservative society, adult learners often have multiple responsibilities and expectations, making them less inclined to seek out social connections.
Social stimulation is a less influential motivational factor among adult learners in high schools in Riyadh. The finding that social stimulation is the smallest motivation is consistent with Aljohani and Alajlan's (2020) findings in Yanbu. The social stimulation factor includes overcoming the frustrations of daily living, avoiding loneliness, relieving boredom, taking a break from the routine of home or work, and doing something instead of nothing (Boshier, 1991). The reasons for the low rating are debatable and may vary depending on the individual adult learner. However, one possible explanation is that Saudi Arabia is a restrained society (Almutairi et al., 2020) where people do not seek gratification and control their desires. Overall, the low rating of social stimulation suggests that adult learners do not consider participating in high school education to be a means of escaping or overcoming the frustrations of daily living.
The ratings for family togetherness and communication improvement were moderate. This finding is surprising for family togetherness, as previous studies by Aljohani and Alajlan (2020) and Beder and Valentine (1990) rated it among the highest and strongest motivational factors, respectively. Moreover, considering that Saudi Arabian culture highly values the family unit (Evasson, 2022), the moderate rating is unexpected. On the other hand, the finding regarding communication improvement is less surprising, as it is rarely discussed as a significant motivator.
The Role of Gender and Age With the Motivational Orientations
This study also aimed to evaluate whether these learners’ motivational orientation differed based on their gender and age groups. Regarding gender, the results revealed a significant difference for the ratings of educational preparation as a motivation. Female respondents ranked educational preparation significantly higher than their male counterparts. To the best of the researcher's knowledge, this is the first study to present this finding. A possible reason for this finding is that women are taking advantage of the government's educational reforms, which encourage women to pursue higher education. According to Alsuwaida (2016), this period is the golden era of women's higher education in Saudi Arabia. Nonetheless, additional research is needed to comprehend the underlying factors contributing to this observed gender difference.
The gender-level analysis additionally revealed unexpected differences in the most and least influential motivations among adult learners in Riyadh. Specifically, the study found that family togetherness was the most influential motivation for male learners, with educational preparation being the least important. Conversely, female learners rated educational preparation the highest and family togetherness the lowest. These findings are surprising given that Aljohani and Alajlan (2020) found that women rated family togetherness higher than men in Yanbu. Moreover, societal expectations are that men prioritize professional achievement and leadership, while women prioritize family caregiving (Alomair, 2015). Given this paradoxical finding, more studies are needed to establish whether this motivational difference is unique to adult learners in high school programs.
While variations were reported between genders, the results indicated that there were no statistically significant differences in motivational factors across the three age groups. However, the mean rank revealed differences in the highest-rated motivations for each age group. For respondents aged 22–30 years, professional advancement, educational preparation, and cognitive interest were the most highly rated motivations. This finding suggests that younger adults are more extrinsically motivated than mature adults, who tend to be more intrinsically motivated (1994). Indeed, for individuals aged 31–40, family togetherness, cognitive interest, and communication improvement were the highest-rated motivations, indicating that individuals in this age group may prioritize personal relationships over career advancement. Similarly, for those aged 41 and above, social contact, social stimulation, and family togetherness were the most highly rated motivations. These findings suggest that older adults in Saudi Arabia may value social relationships and interactions more than other motivational factors.
The study also found differences in the lowest-rated motivations for each age group. For respondents aged 22–30 years, family togetherness was the lowest-rated motivator, which again suggests that younger adults in Saudi Arabia place less emphasis on family relationships (Richardson, 1994). For those aged 31–40, communication improvement was the lowest-rated motivator, indicating that individuals in this age group may not prioritize improving their communication skills. Finally, for those aged 41 and above, educational preparation was the lowest-rated motivator, which may suggest that older adults in Saudi Arabia place less emphasis on formal education and academic preparation. These findings further support the idea that younger and older adult learners have different primary motivations.
Conclusion
This study aimed to evaluate the motivational orientations of adult learners enrolled in high school programs in Riyadh, Saudi Arabia. Riyadh had over 3,100 adults registered for its high school programs in 2021, and this study sought to be the first research to present a picture of their motivations. The study identified professional advancement, cognitive interest, and educational preparation as the three leading motivational factors for adult learners in this context. In contrast, social contact and stimulation are of less importance to adult learners. These findings suggest that adult learners in Riyadh are goal-oriented and self-directed learners who are motivated by the achievement of professional and personal goals. Policymakers must recognize these orientations as essential to developing strategies that meet the unique wants and needs of adult learners in the city.
Second, this study provides insights into gender-based differences in adult learning motivations. Specifically, the study found that female learners were significantly more motivated by educational preparation than their male counterparts. This finding is significant because historically, women's literacy rates have been lower than men's. However, over the past few decades, the rate of female literacy has consistently increased (Drury, 2015). Islam, the official religion of the Kingdom, places great emphasis on seeking knowledge and encourages both men and women to pursue education. The finding that female learners are strongly motivated by educational preparation should inform enrollment strategies for adult high schools in Riyadh. Policymakers should target female learners through programs that emphasize educational preparation.
Third, this study did not find age to have a significant effect on any motivational factor, indicating that adult learners in different age groups may be equally motivated to pursue a high school education. However, different age groups may prioritize motivations differently. To increase participation in adult high school programs, the General Department of Continuing Education in Riyadh should explore learners’ priorities and should develop enrollment strategies that cater to their different motivational factors. For example, programs that focus on professional advancement or cognitive interest may appeal to learners who prioritize career growth or personal development. Moreover, offering flexible schedules or distance-learning options can help adult learners balance their work and family commitments while pursuing education.
Practical implications aside, this study identifies several areas that need of additional research. First, future studies should explore factors that contribute to the high rating of educational preparation as a motivation among female adult learners in Saudi Arabia. Are they looking to make up for a narrow previous education, to acquire knowledge for other courses, to prepare for further education, or to pursue courses for another job or college? The specificity of educational preparation motivation can be instructive in educational planning. Second, future studies should explore the paradoxical relationship between gender and family togetherness in the Saudi Arabian context. More research is needed in this area because this is the only study to find that male adult learners rated family togetherness higher than their female counterparts. Finally, future studies should explore the age and gender differences in intrinsic and extrinsic motivational orientations.
Footnotes
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article
