Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants

Jennifer Hollinger
Mount Union University

Karen Larwin
Youngstown State University

The rapid changes in our society have amplified the need for adult learning opportunities. However, adults often make decisions not to persist in formal learning experiences in a smooth, linear fashion. The decision to pause or terminate formal learning is a complex behavioral decision that includes knowledge, the cognitive process, personal belief, and environmental context. Because the construct of numeracy also necessitates the use of content, cognitive processes, dispositions, and context, this study examined the link between adults’ numeracy abilities and learning readiness and commitment. This study analyzed the program for the International Assessment of Adult Competencies (PIAAC) Survey Adult Skills which was collected via a representative national random sample. The findings suggest numeracy abilities have a small, positive relationship to readiness to learn and learning persistence.

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