Self-Directed Adult Learners and the Paradox of Choice
Koivisto, Matti (2020)
Koivisto, Matti
Editoija
Guralnick, David
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2020080748192
https://urn.fi/URN:NBN:fi-fe2020080748192
Tiivistelmä
It is common knowledge that we all learn best
when we are motivated. But what motivates us? A large body
of research suggests that we have individual differences in
our learning motivations and these differences increase with
age. However, many scholars believe that adult learners
typically have a deep need to be self-directing and the
possibility to choose increases their motivation. To fulfill this
need many higher education institutions offer a large number
of optional courses to their adult students. This paper
analyzes how freedom to choose affects the progress of adult
leaners’ studies. The findings of the empirical study suggest
that although possibility to choose is in most cases good for
us, too many alternatives can be even harmful and slow down
adults´ studies. These results are in line with prior
observations made in other fields. However, as far as I know,
the theory of the paradox of choice has not earlier been used
to analyze adult learners’ study progress.
when we are motivated. But what motivates us? A large body
of research suggests that we have individual differences in
our learning motivations and these differences increase with
age. However, many scholars believe that adult learners
typically have a deep need to be self-directing and the
possibility to choose increases their motivation. To fulfill this
need many higher education institutions offer a large number
of optional courses to their adult students. This paper
analyzes how freedom to choose affects the progress of adult
leaners’ studies. The findings of the empirical study suggest
that although possibility to choose is in most cases good for
us, too many alternatives can be even harmful and slow down
adults´ studies. These results are in line with prior
observations made in other fields. However, as far as I know,
the theory of the paradox of choice has not earlier been used
to analyze adult learners’ study progress.