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Understanding motivation for lifelong education, through biography, complexity and control

Martin, Graeme (2012)
Ph.D. thesis, University of Birmingham.

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Lifelong learning requires motivation to complete learning projects across the lifespan. Understanding an individual’s commitment to extended periods of learning is not well understood. There are particular gaps in longitudinal and biographical accounts of learners grounded in frameworks of lifespan theories. Equally missing are accounts that consider the dynamical nature of learning across time. Three learner biographies are examined to develop a dynamical control perspective of motivation for extended learning. Drawing on a regulatory framework the Lifespan Theory of Control and concepts from complexity perspectives particularly Non Linear Dynamical Systems Theory, including feedback, attractors and bifurcation, A model is offered which synthesises processes of control, motivation and dynamics leading to competence and accounting for extended periods of learning.

Type of Work:Ph.D. thesis.
Supervisor(s):Thomas, Gary
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LC5201 Education extension. Adult education. Continuing education
Institution:University of Birmingham
ID Code:3425
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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