Συγκριτική Θεώρηση των Κινήτρων Συμμετοχής των Ενηλίκων Μεταναστών στα Προγράμματα της Διά Βίου Μάθησης.

Abstract

 This paper provides an extensive reference to both the theoretical framework of psychosocial motivation that drives or discourages adult learners from participating in lifelong learning programs or in empirical results obtained from relevant research. In order to carry out this research, quantitative research was undertaken. In quantitative research and in order to explore the views of adult migrants on the incentives to participate in the program, it was decided to use a known questionnaire. The selection of learners was done by simple random sampling and convenience sampling. This research project confirms the results of other surveys that determine the participation of adults in educational programs in a variety of incentives (personal, social, cognitive, professional, etc.) and incentive theories (Cross, 1981), according to which the participation of adults in educational programs results from the interaction factors and personality factors.