Learner Motivation

A learner's motivational state can have either a negative or positive impact on his/her willingness to learn. Attribution theory points out that adults who have experienced frequent failure may attribute their failure to bad luck or task difficulty and their success to good luck or ease of task, instead of seeing success and failure as a result of their own effort or ability. Thus adults may be less willing to persist with or even try a new learning strategy if they feel they have no control over the situation. When learners' motivation levels are low, practitioners need to help them understand that the success of the strategy is a result of their effort and not just a case of good luck. As learners continue to experience success, their motivational levels should improve and they will begin to see the relation between their efforts and success.¹¹

The St. Thomas University study guide identifies 4 steps to learning which emphasize the impact of an individual's motivational state and previous experiences. The path for most effective learning is through knowing:

• Yourself
• Your capacity to learn
• The process you have successfully used in the past
• Interest in and knowledge of the subject you wish to learn.

Adults need to fully understand their profile of strengths and weaknesses. They should be encouraged to talk about their difficulties and feel free to ask questions. Practitioners need to be open with their learners and emphasize their role as facilitators. Practitioners are encouraged to state any limitations in their knowledge of learning disabilities. This approach creates a more even playing field and helps to develop equal working relationships with learners. Learner independence will be encouraged and fostered by taking this open approach from the beginning.