| Abstract [eng] |
Realizing that the motivation of adult learning largely depends on their personal attitude and determination to learn, as well as on the motivation to learn as an external learner's learning activity, success also depends on the professionalism of the andragogue. Because adult learning motivation is a complex phenomenon that can change over the course of learning, success-oriented adult learning and maintaining long-term learning motivation become a real challenge for the andragogue. Therefore, the article analyzes what factors motivate adults to learn and what effective measures an andragogue must apply to motivate learners in positive parenting training groups to learn and thus maintain their positive learning motivation throughout the learning process. The aim of this article is to reveal how to ensure a smooth process of adult learning and to motivate them properly, maintaining learning motivation and ensuring its positive change. Therefore, the factors and measures promoting the motivation of parents to learn were chosen as the object of research. The study involved 6 persons with more than 2 years of experience in conducting positive parenting training, all persons with higher education, all psychologists leading positive parenting training in different Lithuanian cities: Vilnius, Kaunas, Klaipeda. The study found that the factors and measures that motivate participants in positive parenting training to learn coincide with the factors and measures that promote adult learning motivation identified in the analysis of scientific sources, but the knowledge of positive parenting training group specialists about the variety of applicable parenting motivation learning methods is limited. The study found that the motivation of many parents to learn is based on maintaining and strengthening it during all positive parenting trainings, responding to their essential needs to solve problems with parenting, exchange and acquire new behavioral and communication skills, strengthen self-confidence and self-confidence in parenting. Meanwhile, in the course of training, the person conducting the training and the attitude of the training participant themselves are of great importance for the change of parents' learning motivation. It was established that a specialist conducting positive parenting training, in order to achieve a positive change in parents' learning motivation, must be able to create a favorable learning environment, promoting interaction between group participants, as well as choosing appropriate learning methods and tools. Based on the analysis of the research results and conclusions, the following suggestions are presented to the specialist conducting positive parenting training: • During the first (1-2) sessions, to find out the factors that motivate the participants to learn. • After assessing possible obstacles to parents' motivation to learn: lack of time and self-confidence, to create conditions that motivate parents to learn, i. so that they are self-confident and self-sufficient, feel the benefits of training, and therefore try to find ways to combine training and responsibilities (work, family interests), etc. • To create an instrument (questionnaire) and to study the change of parents' learning motivation during the learning process (at the beginning and half of the training). • Evaluate the effectiveness of measures to motivate parents to learn during training. • To apply motivational learning measures taking into account the characteristics of the participants and their level of learning motivation. • To deepen the knowledge about the variety of motivating learning methods. • To base the activity on the principles of transformational leadership, to promote the interaction of the participants, to avoid raising their personal goals above the interests of the learners, prejudice and negative emotions. • Acquire andragogical education and improve andragogical competencies. |
