The authors then identified six types of ABE students by subjecting the motivational factor scores to cluster analysis. The clusters were then described with respect to selected socio-demographic variables. The six types of ABE students which emerged from this study were: Mainstream Women, The Urged, Young Adults, The Climbers, Least Affluent and Least Employed, Low Ability Strivers.

This study reinforces the findings of others that motivation is multidimensional and that there are distinct subgroups of learners in the low-literate population. The motivational findings clearly show that there are many dimensions which go beyond the simple desire to improve basic skills, although Educational Advancement and Literacy Development emerged as high priorities. Five other factors, however, deal with the uses to which education will be put, rather than to education itself.. Community/Church Involvement, Economic Need, Family Responsibilities, Job Advancement, and Launching. They impinge on the performance of adults in their social roles as family members, citizens and workers. The remaining factors relate to intrinsic motivation (Self-Improvement), to the social nature of classes (Diversion) and the role of external pressures in participation (Urging of Others).

The diversity of the motivations is captured by the identification of the distinct subgroups of learners. The findings again stress the importance of developing differentiated programming to match the need, and aspirations of the different groups of learners in order to enhance learner growth and program retention. The diversity of learners and motivations should also be considered by program planners and recruiters in developing messages to appeal to different kinds of potential learners.