Мотивация за учене на възрастните през институционалната роля на вечерните училища
Motivation for Adult Learning through the Institutional Role of Evening Schools

Summary/Abstract: The article presents a study on the role of evening schools in motivating adults to learn, analyzing and interpreting specific sources of motivation that reflect on adults’ attitudes and behavior towards learning, through their institutional role and influence. The theoretical aspects of the problem of learning motivation, which form the basis of the study, are briefly outlined. The role of evening schools is examined through: the specifics of adult learners in these schools; the way learning is organized (forms of learning); the role of teachers and the application of a teaching approach that considers the characteristics of adult learners as self-directed in their learning; the social and empowering function of education and lifelong learning. The initial research thesis is that learning in evening schools influence adult learning motivation because it forms a sense of meaning, direction, and purpose, and increases the sense of self-efficacy. Through empirical data collected via interviews with evening school principals and focus groups with adult learners, the reasons and motives for adults returning to evening schools and for further learning are interpreted.

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