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Tree Growth and Nutrient Status in a Water Harvesting System Using Potable and Treated Wastewater
From the Proceedings of the 2002 Meetings of the Hydrology Section - Arizona-Nevada Academy of Science - April 6, 2002, Midwestern University, Glendale, ArizonaThis article is part of the Hydrology and Water Resources in Arizona and the Southwest collections. Digital access to this material is made possible by the Arizona-Nevada Academy of Science and the University of Arizona Libraries. For more information about items in this collection, contact [email protected]
Trigeminal neuropathy from perineural spread of an amyloidoma detected by blink reflex and thin-slice magnetic resonance imaging
Simultaneous odour-face presentation strengthens hedonic evaluations and event-related potential responses influenced by unpleasant odour
The global landscape of cognition: hierarchical aggregation as an organizational principle of human cortical networks and functions
Why (not) participate in further education? Adult Learners 'motivation from an expectancy-value perspective
Gorges J. Warum (nicht) an Weiterbildung teilnehmen? Ein erwartungs-wert-theoretischer Blick auf die Motivation erwachsener Lerner. Zeitschrift für Erziehungswissenschaft. 2015;18(Suppl. 1):9-28.Lifelong learning is a critical success factor for economic, societal and individual growth. Adult's motivation to learn is especially important as a prerequi-site for individuals' ongoing engagement in adult and further education. However, although numerous studies address individuals' motivation to participate in further education, research in further education still lacks a comprehensive theoretical framework to integrate existing findings and identify starting points for future empirical investigations. This paper proposes Eccles' expectancy-value model, which has proven itself in many empirical studies within educational psychology, as a suitable theoretical framework to address adults' motivation to participate in further education. To support this claim, theoretical models and empirical evidence regarding adults' participation in further education are integrated within the expectancy-value framework. In addition, the present paper outlines the potential of an expectancy-value approach to adults' motivation to participate in further education and suggests ways to link school-based and further education research