Participant feedback and satisfaction with the UQDRIVE groups for driving cessation

Background. Driving cessation can lead to negative consequences, such as depression and reduced social activities. Purpose. The University of Queensland Driver Retirement initiative (UQDRIVE) intensive support program is a six-week program to assist older people with driving cessation. Methods. Fifty-five participants completed a survey of satisfaction with the program, including identification of the aspects of the program that were useful and they had applied in real life. Findings. There was overall satisfaction with the program, and content analysis identified three areas that were highlighted as particularly useful: "Finding alternative means: transport and service options," "Planning with more wisdom: thinking about driving cessation," and "Being with people: sharing experiences with peers." Implications. These findings indicate that program participants were satisfied with the current UQDRIVE intensive support group program and found both the psychosocial supports and practical strategies to be useful in managing driving cessation

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