Learning as Leisure: Motivation, Outcome, Value

Abstract

The purpose of this study was to determine the motivational orientations of leisure learning participants and to determine what the perceived outcomes and ascribed value associated with learner participation in various leisure learning activities. To achieve this a multi-method design was used to collect and analyze both quantitative and qualitative data. A questionnaire was used to collect quantitative data on participant motivational orientations. Demographic items were also included on the questionnaire to generate independent variables for analysis. A follow-up telephone interview with volunteers who completed questionnaires provided for qualitative data.

Results of the questionnaire indicated three emergent primary motivational orientations: Social Contact, Cognitive Interest, and Social Stimulation. These orientations were different between younger and older adults, as well as between people who were taking courses which tended to be taken multiple times and people took classes which tended to be taken only once. The most salient outcome themes related to interpersonal ideas about interacting with others such as meeting new people and contact with social groups, and more individual intrapersonal outcomes such as pursing interests, enrichment, health, and enjoyment. Learners indicated a general sense of good feeling, especially about themselves. Course experiences were also described as activating or relaxing processes. Opportunity to try new things was important to many interviewees for both outcome and value. Findings from the study contribute to the idea that learning as leisure is perceived by participants to be good for them and were valued by them. Findings also offer some understanding about the nature of leisure learning behavior.