Push or Full Factors

What Drives Indonesian Mature Women Return to Non-Traditional Schools?

DOI

10.2991/assehr.k.210508.028How to use a DOI?

Keywords

adult learning, mature student, motivation in learning, styling, push and pull factors

Abstract

The purpose of this study was to explore the motivation of mature women who return to non-traditional school. It was explored the push and pull factors in the decision to return. This research utilizes a qualitative approach. Data collection techniques used were interviews and observation. Fifteen mature women participated in this study and each was interviews for one and a half hours. An inductive and thematic analysis approach is used to develop categories and themes. There are common features in which drive mature women to return to EEP as a ‘push’ factor or were attracted by school/program as a ‘pull’ factor. These features insight into the various considerations in mature students’ re-entry decisions. Some of the push factors are identified as coming from personal such as the desire to succeed, life expectations, and learning needs. Social pressure also part of the pull factor that includes a sense of wanting to be appreciated by others and due to pressure from the community. Open participation, it includes non-selective and non-competitive requirements offered by EEP, is pull factors for women to return to school. EEP opens up the possibility for mature women to take part, as the system is available to access.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ila Rosmilawati
AU  - Dedi Sofyan
PY  - 2021
DA  - 2021/05/10
TI  - Push or Full Factors
BT  - Proceedings of the First Transnational Webinar on Adult and Continuing Education (TRACED 2020)
PB  - Atlantis Press
SP  - 153
EP  - 158
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210508.028
DO  - 10.2991/assehr.k.210508.028
ID  - Rosmilawati2021
ER  -