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

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/20499 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/20499 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/20499 archive 2795 disk0/00/00/34/25 2012-06-15 16:00:54 2019-01-23 09:56:15 2012-06-15 16:00:54 thesis show 0 Martin Graeme Thomas Gary University of Birmingham Understanding motivation for lifelong education, through biography, complexity and control unpub LC5201 10col_socs 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to competence and accounting for extended periods of learning. 2012-07 2011 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties.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. public 285 University of Birmingham School of Education d_ph na 2012-07 graduation