Bílá, Michaela; Kalenda, Jan
Empi ical esea ch on mo i a ion in adul educa ion and lea ning. A scoping
e iew
Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 16 (2025) 3, S. 289-320
Quellenangabe/ Re e ence:
Bílá, Michaela; Kalenda, Jan: Empi ical esea ch on mo i a ion in adul educa ion and lea ning. A
scoping e iew - In: Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 16 (2025) 3,
S. 289-320 - URN: u n:nbn:de:0111-pedocs-344424 - DOI: 10.25656/01:34442;
10.3384/ ela.2000-7426.5721
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Empi ical esea ch on moƟ aƟon in adul educaƟon and
lea ning: A scoping e iew
Michaela Bílá
Tomas Ba a Uni e si y in Zlín, Czech Republic (bila@u b.cz)
Jan Kalenda
Tomas Ba a Uni e si y in Zlín, Czech Republic ([email p o ec ed])
Abs ac
This scoping e iew maps empi ical esea ch on mo i a ion in adul educa ion and
lea ning, analysing 95 s udies published be ween 1971 and 2024. D awing on da a om
Web o Science and Scopus da abases, i delinea es key hema ic a eas, geog aphical
pa e ns, and me hodological o ien a ions. The indings highligh a ma ked inc ease in
publica ions since 2016, wi h a p onounced ocus on speci ic lea ne popula ions –
including non- adi ional s uden s, low-skilled adul s, and second-chance lea ne s in
adul basic educa ion. Resea ch ac i i y is hea ily concen a ed in Eu opean and
Anglophone con ex s, poin ing o he need o b oade cul u al ep esen a ion. While
quan i a i e me hods domina e, many s udies employ ins umen s lacking alida ion.
No able gaps eme ge in he use o mixed-me hods and longi udinal designs. O e all, he
e iew calls o mo e inclusi e and me hodologically obus inqui y o deepen ou
unde s anding o adul lea ne mo i a ion ac oss di e se educa ional landscapes.
Keywo ds:
mo i a ion, adul educa ion and lea ning, li elong lea ning, scoping e iew,
me hodology
In oducƟon
Rapid echnological ad ancemen s, which d i e dis up i e changes in he labou ma ke ,
gene a e inc easing p essu e o indi iduals o acqui e new knowledge and skills o
emain adap able (D aghi, 2024; Şen ü k & Du an, 2020). In his con ex , adul educa ion
and lea ning con inue o be key ools o acili a ing his esilience, playing a signi ican
[290] Bílá & Kalenda
ole in educing skill misma ches and os e ing alignmen be ween wo k o ce
compe encies and e ol ing labou ma ke demands (OECD, 2023, 2024), as well as
enhancing he well-being and heal h ou comes o adul s (Schulle & Desja dins, 2010).
Fo he pu poses o his scoping e iew, adul educa ion and lea ning is unde s ood
as encompassing a b oad con inuum o s uc u ed and uns uc u ed lea ning ac i i ies
unde aken by indi iduals a e he comple ion o hei ini ial o mal educa ion. D awing
on in e na ional amewo ks (UNESCO, 2016; OECD, 2024), his includes o mal, non-
o mal educa ion, and in o mal lea ning ha se es a a ie y o pu poses – om
enhancing employabili y h ough eskilling and upskilling o suppo ing pe sonal
de elopmen , ci ic engagemen and li elong cu iosi y.
Gi en he mul i ace ed na u e o adul educa ion and lea ning, i is essen ial o
unde s and he ac o s ha in luence adul s’ engagemen in lea ning. Among hese,
mo i a ion is one o he key p e equisi es o adul educa ion and lea ning (Boe en, 2017;
Coşkun & Demi el, 2010; Yamashi a e al., 2019), which a ec s no only pa icipa ion in
adul educa ion and lea ning bu also he ou comes o lea ning p ocess i sel (Bukho i e
al., 2019; Pon , 2004; Wlodkowski, 2008). Con e sely, he lack o mo i a ion o adul
educa ion and lea ning is some imes conside ed one o he easons why adul s do no
pa icipa e in his ac i i y (Kalenda & Koč a o á, 2022). Simila ly, a lowe le el o
mo i a ion owa ds speci ic lea ning con en is conside ed o be a nega i e ac o in he
acquisi ion o he in ended knowledge and skills (Ro gans & Schmid , 2012).
Despi e he p e alence o he e m, mo i a ion emains a concep ha is no
uni e sally o i mly de ined (Cook & A ino, 2016; Lazowski & Hulleman, 2016;
Wlodkowski & Ginsbe g, 2017). This cons uc is bes unde s ood as a hypo he ical
psychological s a e used o explain he ini ia ion, main enance, o cessa ion o ac ion
(Macey & Schneide , 2008; Miguel, 2013; Pincus, 2020), which is a gene al
unde s anding o mo i a ion adop ed in his scoping e iew. Ra he han being di ec ly
obse able, we ag ee wi h o he au ho s (e.g., Macey & Schneide , 2008) ha mo i a ion
is cons uc ed h ough heo e ical amewo ks and ope a ionalised di e en ly depending
on he esea che s‘ heo e ical pe spec i es. In he con ex o adul educa ion and lea ning,
i is ypically an indi idual‘s in en ion, desi e, o eason o pa icipa ing in lea ning
(Aljohani & Alajlan, 2020; Knowles e al., 2012).
Al hough he signi icance o mo i a ion in adul educa ion and lea ning has long
been acknowledged and widely discussed (Kond up, 2015), some schola s (e.g., Boe en
e al., 2012a; Boe en e al., 2012b; Boe en, 2016; Kalenda & Koč a o á, 2022) a gue ha
he opic s ill lacks su icien empi ical a en ion. Mo eo e , i is no ewo hy ha
mo i a ion in adul educa ion and lea ning has la gely been o e looked in he ecen
comp ehensi e disciplina y monog aphs (e.g., E ans e al., 2023; Milana e al., 2018) and
sys ema ic mappings o esea ch in adul educa ion and lea ning (e.g., Fejes & Nylande ,
2019; Hol o d e al., 2022). This absence unde sco es a gap in he li e a u e, sugges ing a
need o a mo e ocused and sys ema ic assessmen o esea ch on mo i a ion wi hin his
ield.
In esponse o his iden i ied gap, he p esen s udy aims o p o ide a comp ehensi e
o e iew o empi ical esea ch on mo i a ion in adul educa ion and lea ning. This is
achie ed h ough a scoping e iew, u ilising wo leading scien i ic da abases – Web o
Science and Scopus – as p ima y sou ces o in o ma ion. The s udy spans a empo al
scope om he i s indexed publica ion in 1971 o 2024. The s a ing poin was
delibe a ely selec ed based on an ini ial scoping phase, which iden i ied 1971 as he
publica ion yea o he ea lies empi ical s udy mee ing he inclusion c i e ia. Based on
such delinea ion, his s udy no only p o ides a map o empi ical esea ch on his esea ch
Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [291]
opic in he ield o adul educa ion and lea ning, bu also helps o indica e whe e u he
esea ch should be di ec ed.
The ollowing ex begins by si ua ing he mapping o empi ical esea ch on
mo i a ion in adul educa ion and lea ning wi hin he con ex o cu en me a- heo e ical
esea ch on cons uc ing he ‘ e i o y’ (Rubenson, 1982) o adul educa ion and lea ning.
This app oach enables he o mula ion o ou esea ch ques ions (RQ1-RQ4), which
guide he analysis by ocusing on speci ic aspec s o empi ical esea ch on his opic.
Subsequen ly, he me hodology o conduc ing a scoping li e a u e e iew is ou lined. The
esul s a e hen p esen ed and o ganised acco ding o he ou esea ch ques ions. The
s udy concludes wi h a discussion o indings, ou lines key limi a ions, and o e s
ecommenda ions o ad ancing empi ical esea ch.
Mapping he ield and empi ical esea ch on moƟ aƟon
This s udy is pa o a b oade e o o map he ield o adul educa ion and lea ning,
con ibu ing o a sys ema ic unde s anding o i s key hemes, ends, and esea ch
p io i ies (see, e.g., Boe en, 2018, 2019; Fejes & Nylande , 2014, 2015, 2019; Nylande
e al., 2022; Nylande & Fejes, 2023; Rubenson & El e , 2015, 2019; Taylo , 2001). In
pa icula , i sha es wi h p e ious wo ks an in e es in analysing: (1) esea ch opics (wha
is he subjec o he esea ch?), (2) he geog aphical con ex o he esea ch (whe e is he
esea ch conduc ed?) and (3) he me hodological design (how is he esea ch conduc ed?).
F om a pa icula pe spec i e, he analysis p esen ed below can be seen as a na owing o
his esea ch agenda o a much smalle and less gene al pa o he ield, namely he opic
o mo i a ion.
Resea ch opics
In a ecen ly published analysis o hemes om six lagship jou nals in he ield o adul
educa ion and lea ning om 1950 o 2020, o a na owe analysis since 1982, Nylande
and Fejes (2023; see also Nylande e al., 2022) iden i ied i een key a eas ha ep esen
he mos equen oci o hema ic in e es o esea che s. One such opic is ‘ esea ch on
mo i a ion, pa icipa ion, and a i udes among employees in di e en o ganiza ions’
(Nylande & Fejes, 2023, p. 129), which includes mo i a ion as a sub- heme. While his
is conside ed a ela i ely mino a ea wi hin he b oade ield o adul educa ion and
lea ning, Nylande and Fejes (2023) ha e demons a ed ha in e es in his sub- heme has
been s eadily g owing since he ea ly 1990s.
Howe e , i emains unclea om hei indings whe he he conclusions abou his
end apply uni o mly ac oss all sub- opics wi hin his hema ic g oup (i.e., a i udes,
pa icipa ion, mo i a ion, e c.; see abo e), as iden i ied by hei la ge-scale ex -mining
analysis, o i hey pe ain speci ically o mo i a ion. Addi ionally, he a o emen ioned
analysis does no su icien ly del e in o he empi ical sub- hemes being in es iga ed
unde he umb ella o mo i a ion in adul educa ion and lea ning. As a esul , i does no
o e enough ‘zoom-in’ needed o explo e he nuanced aspec s o mo i a ion wi hin his
ield.
This obse a ion also applies o o he pape s add essing mo i a ion in adul
educa ion and lea ning. Such s udies a e o en mo e inclined o ocus on e iewing
heo ies o examining selec ed canonised s udies, a he han conduc ing a sys ema ic
mapping o empi ical esea ch (see, e.g., Boe en, 2016; Gopalan e al., 2017; Ilie, 2019;
Kond up, 2015).
[292] Bílá & Kalenda
Fo hese easons, we a e ocusing on wo complemen a y esea ch ques ions:
 RQ1: How has in e es in he empi ical in es iga ion o mo i a ion in adul
educa ion and lea ning e ol ed o e ime?
 RQ2: Wha speci ic opics ha e been explo ed in he a ea o mo i a ion in adul
educa ion and lea ning?
Geog aphical con ex
Ano he signi ican dimension conside ed when mapping he ield o adul educa ion and
lea ning is he geog aphical con ex , which is equen ly associa ed wi h he speci ic
loca ion whe e he esea ch is conduc ed – mos commonly wi h he na ion-s a e. In his
espec , i is ypical ha esea ch in adul educa ion and lea ning ocuses p edominan ly
on Anglophone coun ies such as he Uni ed S a es, he Uni ed Kingdom o Aus alia
(Fejes & Nylande , 2014, 2015, 2019; Rubenson & El e , 2015, 2019; Taylo , 2001).
Howe e , his conclusion could be in luenced by he sampling o p e ious s udies ha
mainly ocus on esea ch published in a small se o disciplina y jou nals, p ima ily om
Anglophone coun ies, and ea u ing s udies published in English. Such a ocus isks
in oducing sys ema ics epis emological biases, as he esea ch ends o concen a e on
indi iduals in de eloped (pos -)indus ial democ acies, pa icula ly hose wi h highe
le els o educa ion and socioeconomic s a us (Bou dieu & Wacquan , 1992).
Due o he absence o indings on he geog aphical dis ibu ion o esea ch in o
mo i a ion in adul educa ion and lea ning, we aim o add ess his gap. In con as o
p e ious app oaches in he ield, we do no con ine ou scope o s udies published solely
in English. By including esea ch in o he languages, we seek o de elop a mo e
comp ehensi e unde s anding o whe e mo i a ion in adul educa ion and lea ning is
being s udied. This conside a ion leads us o o mula e ou hi d esea ch ques ion:
 RQ3: In which coun ies has he opic o mo i a ion in adul educa ion and
lea ning been he subjec o empi ical in es iga ion?
Me hodological design
Mo eo e , he esea che s also discuss he me hodological di ec ion o esea ch in he
ield o adul educa ion and lea ning. A e a phase o ea ly inspi a ion by quan i a i e
me hodology, symp oma ic o he 1950s and 1960s (Rubenson, 1982), he 1990s b ough
a phase o enewed in e es in quali a i e-o ien ed esea ch and an equalisa ion o he
sha e o bo h me hodologies du ing he 1990s (Taylo , 2001). The me hodological
de elopmen s o he las wo decades a e cha ac e ised by an o e whelming u n o
quali a i e esea ch design, which cu en ly domina es empi ical esea ch in he ield
(e.g., Boe en, 2018, 2019; Rubenson & El e , 2015, 2019).
Wi h his in mind, i is no ewo hy ha he heme o ‘ esea ch on mo i a ion,
pa icipa ion and a i udes among employees in di e en o ganisa ions’, as iden i ied by
Nylande and Fejes (2023, p. 129), sys ema ically uses quan i a i e esea ch me hods.
Howe e , as wi h his b oade hema ic ocus (see abo e), i emains unclea whe he such
a conclusion applies equally o empi ical s udies in es iga ing mo i a ion in adul
educa ion and lea ning only. Mo eo e , he e is a no able lack o de ailed knowledge

Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [293]
abou he speci ic esea ch p ocedu es employed in s udies on mo i a ion in adul
educa ion and lea ning. Key aspec s such as sample sizes, me hods o da a collec ion, and
esea ch ins umen s emain insu icien ly explo ed. This gap limi s ou abili y o assess
how ad anced esea ch in his sub- ield uly is and whe he i con inues o be a
me hodological unde dog (Boe en, 2018), as is o en he case wi h many quan i a i ely
o ien ed s udies in he b oade ield o adul educa ion and lea ning.
To add ess his gap, we ha e o mula ed ou inal esea ch ques ion:
 RQ4: Wha me hodological designs a e employed in empi ical s udies ocusing
on mo i a ion in adul educa ion and lea ning?
Me hods
Scoping e iew
In o de o sys ema ically map and explo e he scope and cha ac e is ics o empi ical
esea ch on mo i a ion in adul educa ion and lea ning, we employed a scoping e iew
me hodology. Scoping e iews ha e become inc easingly popula in ecen yea s, being
employed e ec i ely o e iew esea ch in highe educa ion and ela ed ields (Li e al.,
2021). This app oach is pa icula ly well-sui ed o iden i ying he scope, na u e, and
ex en o e idence in eme ging o complex esea ch ields, as well as o cla i ying key
concep s and knowledge gaps (A ksey & O’Malley, 2005; Le ac e al., 2010). Unlike
sys ema ic e iews, which aim o na owly syn hesise esul s, scoping e iews seek o
map how a opic has been app oached ac oss s udies, disciplines and con ex s. This makes
i especially ele an o ou esea ch subjec , which spans mul iple heo e ical and
me hodological adi ions.
The e iew p ocess adhe ed o he PRISMA-ScR (P e e ed Repo ing I ems o
Sys ema ic Re iews and Me a-Analyses Ex ension o Scoping Re iews) guidelines,
which aim o ensu e he anspa en and comp ehensi e epo ing o scoping e iews
(T icco e al., 2018; Page e al., 2021). These guidelines p o ide a s uc u ed amewo k
o documen ing he iden i ica ion, sc eening, eligibili y and inclusion o s udies, he eby
enhancing anspa ency and ep oducibili y. When designing he e iew, we we e guided
by A ksey and O’Malley‘s (2005). Figu e 1 below illus a es he p ocedu e used o s udy
selec ion and exclusion, p esen ing he PRISMA-ScR low diag am adap ed o he
scoping e iew p ocess.
Figu e 1. PRISMA-ScR model o he s udy selec ion p ocedu e. Sou ce: Au ho s’ own
igu e
Reco ds iden i ied om:
Da abases (n=1343)
Reco ds emo ed be o e
sc eening:
Duplica e eco ds emo ed
(n=114)
Excluded based on c i e ia
(n=575)
Iden i ica ion o s udies ia da abases
Iden i ica ion
[294] Bílá & Kalenda
IdenƟ icaƟon, sc eening, and s udy inclusion
The iden i ica ion o ele an li e a u e was conduc ed in wo phases. The ini ial sea ch,
conduc ed in Janua y 2024, used wo majo mul idisciplina y da abases: Web o Science
and Scopus. These pla o ms we e chosen because o hei ex ensi e co e age o pee -
e iewed academic jou nals, and because o hei well-es ablished ole in acili a ing
anspa en and ep oducible li e a u e sea ches in e idence mapping s udies (Gusenbaue
& Haddaway, 2021; Ma ín-Ma ín e al., 2018). Subsequen ly, he sea ch s a egy was
e ined and expanded using addi ional keywo ds o ensu e b oade co e age o ele an
s udies. The second phase o he sea ch was conduc ed in Ma ch 2025. This ex ended
sea ch included eco ds published up o 2024, which we e hen applied e ospec i ely o
he o iginal da abases.
The sea ch s a egy was buil a ound he keywo d mo i a ion, combined wi h one o
he ollowing e ms: adul educa ion, adul lea ning, o con inuous educa ion. This
combina ion was chosen o cap u e a b oad ye hema ically cohe en body o li e a u e
ocused on mo i a ional aspec s in adul educa ion and lea ning con ex s. The in en ion
was o include di e se concep ualisa ions o adul educa ion and lea ning while
main aining a clea hema ic link o mo i a ion. The sea ch e ms we e simul aneously
applied o i les, abs ac s, and keywo ds in bo h da abases o ensu e he ele ance and
consis ency o e ie ed s udies.
Reco ds sc eened
(n=654)
Reco ds excluded
(n=167)
Repo s sough o e ie al
(n=487)
Repo s no e ie ed
(n=25)
Repo s assessed o eligibili y
(n=462) Repo s excluded:
Desc ip i e s udies (n=11)
No adul s (n=78)
Mo i a ion no pa o he
esea ch (n=278)
S udies included in e iew
(n=95)
Sc eenin
g
Included
Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [295]
A o al o 1 343 s udies we e iden i ied and sc eened based on he ollowing inclusion
c i e ia: (1) publica ion in a pee - e iewed jou nal wi h ull- ex a ailabili y (publica ion
ype); (2) classi ica ion in he ield o Psychology o Social Sciences, whe e he
subca ego y Educa ion is mos equen ly assigned ( ield o s udy); (3) publica ion in any
language (language); and (4) empi ical esea ch design. S udies ha p esen ed pu ely
heo e ical discussions o mo i a ion wi hou empi ical da a we e excluded. As a esul o
his p ocess, 654 s udies we e iden i ied.
Con a y o p e ious s udies in he ield (e.g., Fejes & Nylande , 2014; Nylande e
al., 2022; Rubenson & El e , 2015; Taylo , 2001), ou c i e ia di e , pa icula ly
ega ding he ield o s udy and language. Mos p io esea ch ocused on sys ema ically
mapping s udies wi hin a na ow ange o jou nals ( ypically i e o six) speci ically
ela ed o adul educa ion and lea ning. In con as , we adop ed much b oade inclusion
c i e ia, allowing us o iden i y empi ical esea ch on mo i a ion beyond his limi ed
subse o jou nals. Fu he mo e, we included s udies no published in English o b oaden
ou scope, as he p e iously iden i ied anglophone o ien a ion migh s em om an o e ly
na ow ocus on a limi ed se o jou nals published in English by anglophone publishing
houses. This inclusion s a egy has a di ec connec ion o ou RQ2 and RQ3.
The ini ial sc eening o he 654 e ie ed eco ds was based solely on he con en o
hei abs ac s. Each abs ac was e alua ed o i s ele ance o he opic and o e idence
o an empi ical in es iga ion o mo i a ion in he con ex o adul educa ion and lea ning.
S udies we e excluded a his s age only i he abs ac clea ly indica ed ha he pape did
no in ol e empi ical esea ch on mo i a ion o was un ela ed o adul lea ning con ex s.
In cases whe e he abs ac was ambiguous o lacked su icien de ail o de e mine i s
empi ical ocus, he ull ex was ob ained and e iewed o ensu e accu a e inclusion o
exclusion. This sc eening p ocess le o he exclusion o 167 s udies.
The emaining 487 s udies unde wen a comp ehensi e ull- ex e iew. This phase
in ol ed a seconda y assessmen o ele ance, wi h p io a en ion gi en o each s udy‘s
empi ical dimension. To enable hei assessmen , ull ex s o non-English a icles (n=13)
we e ansla ed in o English using la ge language models.
Pape s we e excluded i hey we e pu ely heo e ical, in ol ed esponden s unde he age
o 16, o e e ed o mo i a ion only wi hin he heo e ical amewo k wi hou
inco po a ing i in o he empi ical in es iga ion – his la e c i e ion accoun ed o he
majo i y o exclusions. The minimum age h eshold o pa icipan s in ou e iew was se
a 16, aligning wi h he s anda d used by he PIAAC su ey (OECD, 2024), which
includes indi iduals aged 16 and abo e. This age ep esen s he lowes easonable limi .
Fu he mo e, o ensu e he eliabili y o he inclusion p ocess, he sc eening was
conduc ed join ly by wo e iewe s. Any disc epancies o bo de line cases we e discussed
and esol ed h ough consensus. Ul ima ely, 95 s udies we e selec ed o con en analysis,
guided by he ou esea ch ques ions (RQ1-RQ4) (see also Fig. 1 abo e). Al hough ou
analysis was no con ined o English-language ex s, 82 o he 95 s udies examined we e
published in English. Spanish appea ed in six s udies, while Hunga ian and Ge man we e
each ep esen ed in wo. Czech, F ench, and Se bian ea u ed in one s udy each,
unde sco ing he ela i ely limi ed linguis ic di e si y wi hin he published li e a u e.
The con en analysis was conduc ed by wo esea che s. The ca ego isa ion o he
included s udies was de eloped induc i ely du ing he coding p ocess, wi h he ecu ing
hema ic oci se ing as he basis o iden i ying ca ego ies ela ed o RQ2 and RQ4. The
ini ial phase in ol ed a comp ehensi e e iew o all a icles, ollowed by he e inemen
o a p elimina y se o ca ego ies h ough he compa ison and g ouping o hema ically
simila opics. When assigning indi idual s udies o speci ic ca ego ies, pa icula
a en ion was paid o he p ima y analy ical ocus o each a icle. In cases whe e a s udy
[296] Bílá & Kalenda
add essed mul iple o e lapping domains, classi ica ion was de e mined by he dominan
esea ch objec i e, as a icula ed h ough he s udy’s esea ch ques ions, s a ed aims, o
analy ical amewo k.
Resul s
This sec ion p esen s he esul s o he analysis o he selec ed s udies, o ganised
acco ding o he esea ch ques ions. Pa icula a en ion is gi en o he e olu ion o
esea ch on he opic, he iden i ica ion o key a eas, he geog aphical dis ibu ion o
s udies, and me hodological app oach adop ed. A comp ehensi e o e iew and
classi ica ion o he indi idual s udies a e p o ided in he Appendices (Tables 4-7).
RQ1: How has in e es in he empi ical in esƟgaƟon o moƟ aƟon in
adul educaƟon and lea ning e ol ed o e Ɵme?
The i s key a ea o analysis ocused on he e olu ion o empi ical esea ch on mo i a ion
in adul educa ion and lea ning. The ea lies s udy included in his scoping e iew was
published in 1971 (Boshie , 1971). This publica ion was he i s empi ical s udy
iden i ied h ough ou sea ch s a egy ha me all inclusion c i e ia. As a esul , he e iew
co e s he pe iod om 1971 o 2024 (see Fig. 2).
Figu e 2. T ends in he empi ical esea ch on mo i a ion in adul educa ion and lea ning
since 1971. Sou ce: Au ho s’ own igu e
The empo al dis ibu ion o s udies e eals ha empi ical esea ch on his opic emained
spo adic un il 2015, wi h ypically no mo e han one o wo s udies published pe yea . A
mo e no iceable and sus ained inc ease began a ound 2016, wi h dis inc peaks in 2016,
2019, 2021, and 2022. No ably, 2021 eme ged as he mos p oli ic, wi h a o al o 12
0
2
4
6
8
10
12
Numbe o s udies
Yea
Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [303]
Discussion
This scoping e iew mapped empi ical esea ch on mo i a ion in adul educa ion and
lea ning by analysing s udies published be ween 1971 and 2024. The s udy aimed o
iden i y he key esea ch hemes, he geog aphical dis ibu ion o esea ch, and he
me hodological app oaches employed in his sub ield.
Rega ding he e olu ion o he hema ic ocus (RQ1), he analysis e ealed a s eady
inc ease in esea ch on mo i a ion since 1971. While Fejes and Nylande (2023) obse ed
a ise in esea ch on mo i a ion, pa icipa ion and a i udes among employees in di e en
o ganisa ions s a ing in he 1990s, ou indings sugges ha he boom in in e es in
empi ical esea ch on mo i a ion comes almos wo decades la e . Al hough a modes
inc ease in esea ch ac i i y can be obse ed a ound 2009, his ise was sho -li ed and
ollowed by a empo a y decline. A mo e consis en and sus ained g ow h began only a e
2016, culmina ing in 2021 – he mos p oli ic yea , wi h 12 s udies included.
Con a y o he assump ions o some schola s (e.g., Boe en, 2016; Kalenda &
Koč a o á, 2022), mo i a ion in adul educa ion and lea ning is cu en ly a equen ly
esea ched opic. Howe e , i emains unde ep esen ed in he ield’s leading jou nals and
is ma ked by conside able he e ogenei y (see discussion ela ed o RQ2 below).
This upwa d end may e lec he g owing in luence o in e na ional o ganisa ions
such as he OECD, whose policy amewo ks ha e inc easingly highligh ed lea ne
mo i a ion as a c i ical ac o in os e ing adul pa icipa ion in li elong lea ning (OECD,
2023). Addi ionally, he a ailabili y o la ge-scale in e na ional su eys, like he PIAAC
om 2012 and he Adul Educa ion Su ey om 2011 and 2016, which also included
i ems o measu ing mo i a ion, has become accessible o esea che s.
The analysis o speci ic empi ical esea ch hemes on mo i a ion wi hin adul
educa ion and lea ning (RQ2) e ealed i s complexi y, encompassing a b oad ange o
sub opics. The mos ex ensi ely examined hema ic ca ego y ocused on speci ic
mo i a ion among speci ic a ge g oups, such as cou se pa icipan s, non- adi ional
s uden s, o second-chance lea ne s. The in e es aligns closely wi h he e ol ing na u e
o o mal educa ion sys ems in la e mode n socie y as hey con inue o adap o he
dynamic o highe demands o adul educa ion. O e he las decades, pa icipa ion in
o mal educa ion ac oss many Eu opean coun ies has expanded (Eu os a , 2024),
accompanied by a ise in he p opo ion o non- adi ional s uden s (Shilling o d &
Ka lin, 2013). This de elopmen is u he ma ked by an inc eased ocus on p e iously
o e looked a ge g oups, such as low-skilled indi iduals his o ically ma ginalised by
educa ion policy and ins i u ions (Boe en, 2016; Kond up, 2015). This shi highligh s a
g owing ecogni ion o he need o educa ion o all popula ion g oups – no only om
a pe spec i e o social jus ice pe spec i e bu also in e ms o economic and social
sus ainabili y (Ges huizen & Scheepe s, 2010). The second mos p ominen heme was
mo i a ion o lea ning a he na ional popula ion le el, which may indica e inc easing
e o s by go e nmen s and in e na ional o ganisa ions o enhance adul pa icipa ion in
lea ning (Desja dins, 2017; Dæhlen & U e, 2009; Kond up, 2015), as well as he g owing
p esence o in e na ional compa a i e da a on mo i a ion ha was men ioned abo e.
The hi d esea ch ques ion (RQ3) explo ed he geog aphical con ex aming he
empi ical s udies. Ou indings only pa ially align wi h p e ious esea ch (Fejes &
Nylande , 2014, 2015, 2019; Rubenson & El e , 2015, 2019). Anglophone coun ies
con inue o domina e he ield o mo i a ion esea ch, con ibu ing 39 o he 95 s udies
e iewed. Howe e , when iewed om a geog aphical pe spec i e, he majo i y o
mo i a ion- ela ed esea ch o igina es in Eu ope, wi h a ma ked concen a ion ac oss he

[304] Bílá & Kalenda
con inen . In con as , non-Wes e n coun ies accoun o only a small ac ion o he
o e all esea ch co pus.
Al hough s udies published in languages o he han English we e included, hey
ep esen less han 14% o he o al. This limi ed ep esen a ion is likely in luenced by he
na u e o he da abases u ilised, which end o p i ilege publica ions in English (Mongeon
& Paul-Hus, 2016).
The inal esea ch ques ion (RQ4) examined me hodological app oaches used in
s udying mo i a ion in adul educa ion. Al hough quali a i e me hodologies ha e
adi ionally been a ou ed in adul educa ion esea ch (Boe en, 2019; Rubenson &
El e , 2019), quan i a i e me hods ha e consis en ly domina ed his speci ic a ea o s udy
om i s incep ion. O e ime, quali a i e and mixed-me hods app oaches ha e also
eme ged, b oadening he me hodological spec um. Howe e , quan i a i e esea ch
con inues o p e ail, e lec ing he esea ch´s his o ical emphasis on measu able
ou comes and s a is ical analysis. The dominance o quan i a i e me hods in his con ex
can p obably be a ibu ed o he psychome ic adi ion. Mo i a ion, as a concep ,
o igina es in psychology, whe e i has his o ically been examined using quan i a i e
app oaches (Lamb e al., 2019). While quan i a i e me hods a e powe ul ools o da a
analysis, hei applica ion does no au oma ically gua an ee high-quali y esul s.
Iden i ied weaknesses in me hodological igou – such as he equen use o un alida ed
esea ch ins umen s in he esea ch (n=33) – highligh ed he need o imp o ed design
and applica ion o measu emen ins umen s. These limi a ions can comp omise he
alidi y and eliabili y o he indings, es ic ing he gene alisabili y o esul s o a
b oade popula ion. Mo eo e , his esea ch sub ield demons a es a no able lack o
mixed-me hods esea ch and s udies wi h longi udinal design, which could p o ide a
deepe insigh in o he e olu ion o mo i a ional ac o s o e ime (Field, 2011; Yamashi a
e al., 2022). Add essing hese gaps is essen ial o ad ancing he me hodological
obus ness and comp ehensi eness o esea ch on mo i a ion in adul educa ion.
Limi s o he s udy
This scoping e iew is subjec o se e al me hodological limi a ions. Fi s ly, he exclusi e
use o Web o Science and Scopus may ha e es ic ed he ange o included s udies,
po en ially o e looking aluable con ibu ions ound in g ey li e a u e, lesse -known
egional jou nals, o specialised disciplina y da abases. Secondly, despi e e o s o
inco po a e non-English s udies, he inal da ase is hea ily weigh ed owa ds English-
language publica ions – a e lec ion o bo h inhe en da abase biases and p e ailing no ms
in academic publishing (Mongeon & Paul-Hus, 2016). Thi dly, he delibe a e exclusion
o pu ely heo e ical pape s, while me hodologically consis en , may ha e inad e en ly
omi ed signi ican concep ual wo k ha in o ms and shapes empi ical esea ch in he
ield.
Fu u e di ecƟons
Based on ou indings, se e al key di ec ions o ad ancing esea ch on mo i a ion in
adul educa ion and lea ning can be iden i ied. Despi e i s impo ance and he g owing
in e es o schola s, mo i a ion esea ch emains highly agmen ed in he ield.
In his con ex , i is impo an o u he in es iga e he oo s o his agmen a ion,
which may s em om he a ying disciplina y amewo ks ha shape esea ch and
di e ing publica ion s a egies. This includes an analysis o he disciplina y backg ounds
Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [305]
o esea che s ocusing on mo i a ion in adul educa ion and lea ning. Addi ionally, his
agmen a ion may be d i en by di e gen concep ualisa ions and heo e ical app oaches
o mo i a ion. These mus be examined in o de o be e unde s and he heo e ical
aming unde pinning his body o esea ch. Bo h o hese di ec ions a e well-sui ed o
he u u e scoping esea ch.
Beyond ha , u u e empi ical esea ch should p io i ise in es iga ing he mo i a ion
o di e en subpopula ions o adul lea ne s e en mo e. These g oups may include: (1)
indi iduals pu suing (non- o mal) educa ion no only o ca ee de elopmen bu also
ou side he wo ld o wo k; (2) adul s e u ning o ( o mal) educa ion a e an ex ended
b eak, especially wi h a speci ic demog aphic backg ound, like mig an s o he i s -
gene a ion-uni e si y-s uden s; and (3) adul s wi h speci ic lea ning needs. Each o hese
subpopula ions has dis inc mo i a ional d i e s, in luenced by in insic ac o s like
pe sonal in e es and sel - ul ilmen and ex insic ac o s such as labou ma ke demands
and social p essu es. A nuanced unde s anding o hese g oups would help ailo bo h
na ional and local ( egional) educa ional s a egies o hei unique con ex s.
The mo i a ion o educa o s wa an s g ea e a en ion, as hei mo i a ion
signi ican ly impac s he quali y o lea ning and pa icipan s’ engagemen . Unde s anding
wha d i es educa o s could lead o s a egies ha enhance eaching e ec i eness and
lea ne ou comes.
Imp o ing he me hodological quali y o esea ch is essen ial o p oducing eliable
esul s and deepening ou unde s anding o mo i a ion in adul educa ion. Fu u e s udies
should: (1) use mo e alida ed ools in quan i a i e esea ch o ensu e he eliabili y and
accu acy o indings; (2) emb ace mo e mixed-me hod app oaches, combining
quan i a i e and quali a i e me hods o p o ide a mo e comp ehensi e iew o
mo i a ional phenomena in adul educa ion; (3) employ new inno a i e me hodologies,
such as ca d-so ing me hod (B oek e al., 2024) o panel su eys (dos San os e al., 2024)
o explo e long- e m changes in mo i a ion and he con ex ual ac o s shaping adul
lea ning ajec o ies.
By add essing hese di ec ions, u u e esea ch can signi ican ly con ibu e o
unde s anding mo i a ion in adul educa ion.
Decla aƟon o con licƟng in e es s
The au ho s decla e no po en ial con lic s o in e es wi h espec o he esea ch,
au ho ship o publica ion o his a icle.
Funding
This pape was suppo ed by he p ojec Mo i ace k účas i na zdělá ání a školení
dospělých” [Mo i a ion o Pa icipa ion in Adul Educa ion and T aining]
(IGA/FHS/2024/002).
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Appendices
Table 4. O e iew o esea ch opics wi h e e ences. Sou ce: Au ho s’ own able
Gene al Topic Sub opic
Numbe
o
s udies
(n)
Re e ences
Mo i a ion o
educa o s 5
Li neh & Li neh (1999); Ka oulis (2011); Heys ek &
Te ho en (2015); Şen ü k & Du an (2020); Tza ilkou e
al. (2022)
Mo i a ion as
an aspec o
wo k mo i a ion
5
Ren a-Da ids e al. (2016); Za odchiko e al. (2016);
Leow e al. (2022); Bella e e al. (2023); Chen &
A
y
adous (2023)
Mo i a ion in
ela ion o sel -
egula ion and
lea ning
s a e
g
ies
11
P enzel (1993); Hammond & Feins ein (2005); Kalenda
& Vá o á (2017); G a ani (2019); Vanslamb ouck e
al. (2019a); Vanslamb ouck e al. (2019b); Chukwuedo
e al. (2021); Ro hes e al. (2022); Sánchez-Doménech e
al. (2023); Đo đić e al. (2024); Zainuddin e al. (2024)
Mo i a ion
wi hin na ional
popula ions
12
Boshie (1971); Boshie (1977); Go ges & Hollmann
(2015); Boe en & Hol o d (2016); Go ges e al. (2016);
Pik u nai ė e al. (2017); Kalenda & Koč a o á (2021);
Kolud o ic & E cego ac (2021); Sahoo e al. (2021);
Go ges & Schmid (2022); Kalenda & Koč a o á
(2022); Yamashi a e al. (2022)
Mo i a ion
among speci ic
a ge g oups in
adul educa ion
and lea ning
Cou se
pa icipan s 21
Isaac e al. (2001); W igh & McG o y (2005); Van Den
Be g e al. (2009); Bake e al. (2010); Delialioglu e al.
(2010); S ong & Ha de (2010); Gondim & Mu i
(2011); Go ges & Kandle (2011); Cui e al. (2016);
Ro hes e al. (2016); Duguine (2017); Ai ola & U sin
(2018); Gegen u ne e al. (2019); Kallinikou &
Nicolaidou (2019); Lee (2019); Magos &
Geo gopapadakou (2021); Ma opoulos e al. (2021);
Ali e al. (2022); Niksada e al. (2022); Chen e al.
(2023); N
g
u
y
en & N
g
u
y
en (2024)
Non-
adi ional
s uden s
13
Jus ice & Do nan (2001); Coke (2003); Bye e al.
(2007); Shilling o d & Ka lin (2013); F ancois (2014);
Abbas (2016); Iñiguez-Be ozpe & Ma cale i (2016);
an Rhijn e al. (2016); Amponsah e al (2018);
Ho & Kembe (2018); Ga dne e al. (2021);Wang e al.
(2022); Szalkowicz & And ewa ha (2024)
[310] Bílá & Kalenda
Gene al Topic Sub opic
Numbe
o
s udies
(n)
Re e ences
Second-
chance
lea ne s
0
Go o & Ma in (2009); De Oña Co s e al. (2018);
Rande åg & Bos öm (2019); Aljohani & Alajlan
(2020); Kei a & Lee (2022); Okwuduba e al. (2022);
Ca allo-Be ele (2023); Gu ié ez-De-Rozas e al.
(2023a); Gu ié ez-De-Rozas e al. (2023b); Me ens e
al. (2024)
Low-skilled
adul s 7
Dæhlen & U e (2009); P ins & Scha (2009);
Ma iage -Ande son e al. (2016); Tikkanen & Nissinen
(2018); Liu (2019); Hajdú & Koncz (2021); Hajdú e al.
(2022)
Elde ly
adul s 6
Kim & Me iam (2004); Pa ks e al. (2013); Ca aghe &
Golding (2015); Hel e b an (2016); Lin (2020); Hachem
(2023)
Mi
g
an s 3 Kisia a (2020); Jõ
g
i & Ka u (2021); Kamisli (2023)
P isone s 2
Pani sides & Moussiou (2019); Héc o -Mo ei a e al.
(2020)
Table 5. O e iew o esea ch coun ies included in he s udies wi h e e ences. Sou ce:
Au ho s’ own able
Linguis ic
g oup Region
Numbe
o cases
in s udies
Coun y
Numbe
o cases in
s udies
Re e ences
Anglophone
coun ies
No h
Ame ica 26
Canada 4 Boshie (1977); Bye e al. (2007);
Go ges e al. (2016); an Rhijn e
al. (2016)
Uni ed S a es 22 Li neh & Li neh (1999); Isaac e
al. (2001); Jus ice & Do nan
(2001); Coke (2003); Kim &
Me iam (2004); Go o & Ma in
(2009); P ins & Scha (2009);
an Den Be g e al. (2009);
Delialioglu e al. (2010); S ong
& Ha de (2010); Pa ks e al.
(2013); Shilling o d & Ka lin
(2013); F ancois (2014);
Hel e b an (2016); Go ges e al.
(2016); Liu (2019); Kisia a
(2020); Ga dne e al. (2021);
Sahoo e al. (2021); Yamashi a e
al. (2022); Bella e e al. (2023);
Kamisli (2023)
Eu ope 10
I eland 4 W igh & McG o y (2005);
Ca aghe & Golding (2015);
Boe en & Hol o d (2016); Go ges
e al. (2016)
Sco lan
d
1 Boe en & Hol o d (2016)
Uni ed Kingdom 5 Hammond & Feins ein (2005);
Bake e al. (2010); Abbas
(2016); Boe en & Hol o d
(2016); Go
g
es e al. (2016)
Oceania 3
Aus alia 2 Go ges e al. (2016); Szalkowicz
& And ewa ha (2024)
N
ew Zealan
d
1 Boshie (1971)
Empi ical esea ch on moƟ aƟon in adul educaƟon and lea ning: A scoping e iew [311]
Linguis ic
g oup Region
Numbe
o cases
in s udies
Coun y
Numbe
o cases in
s udies
Re e ences
Non-
Anglophone
coun ies
No he n
Eu ope 17
Denma k 3 Go ges e al. (2016); Ma iage -
Ande son e al. (2016); Tikkanen
& Nissinen (2018)
Finland 3 Go ges e al. (2016); Ai ola &
U sin (2018); Tikkanen &
Nissinen (2018)
No way 3 Dæhlen & U e (2009); Go ges e
al. (2016); Tikkanen & Nissinen
(2018)
Sweden 3 Go ges e al. (2016); Tikkanen &
Nissinen (2018); Rande åg &
Bos öm (2019)
Wes e n
Eu ope 15
Belgium 4 Boe en & Hol o d (2016);
Vanslamb ouck e al. (2019a);
Vanslamb ouck e al. (2019b);
Me ens e al. (2024)
F ance 2 Go ges e al. (2016); Duguine
(2017)
Ge many 7 P enzel (1993); Go ges &
Kandle (2011); Ka oulis (2011);
Go ges & Hollmann (2015);
Go ges e al. (2016);
Gegen u ne e al. (2019); Liu
(2019); Go
g
es & Schmid (2022)
N
e he lands 1 Go
g
es e al. (2016)
Cen al
Eu ope 16
Aus ia 2 Boe en & Hol o d (2016);
Go
g
es e al. (2016)
Czech Republic
6 Boe en & Hol o d (2016); Go ges
e al. (2016); Kalenda & Vá o á
(2017); Kalenda & Koč a o á
(2021); Kalenda & Koč a o á
(2022); Đo đić e al. (2024)
Hunga y
3 Boe en & Hol o d (2016); Hajdú
& Koncz (2021); Hajdú e al.
(2022)
Slo ak Republic 2 Go ges e al. (2016); Đo đić e al.
(2024)
Slo enia 1 Boe en & Hol o d (2016)
Poland 2 Đo đić e al. (2024); Go ges e al.
(2016)
Eas e n
Eu ope 3
Bulga ia 1 Boe en & Hol o d (2016)
Es onia 3 Boe en & Hol o d (2016); Go ges
e al. (2016); Jõ
g
i & Ka u (2021)
Li huania 2 Boe en & Hol o d (2016); Ro hes
e al. (2016)
Russia 2 Boe en & Hol o d (2016);
Za odchiko e al. (2016)
Sou he n
Eu ope 21
C oa ia 1 Kolud o ic & E cego ac (2021)
Cyp us 2 G a ani (2019); Kallinikou &
N
icolaidou (2019)
G eece 5 G a ani (2019); Pani sides &
Moussiou (2019); Magos &
Geo gopapadakou (2021);
Ma opoulos e al. (2021);
Tza ilkou e al. (2022)
[312] Bílá & Kalenda
Linguis ic
g oup Region
Numbe
o cases
in s udies
Coun y
Numbe
o cases in
s udies
Re e ences
I aly
2 Go ges e al. (2016); Iñiguez-
Be ozpe & Ma cale i (2016)
Po u
g
al
2 Ro hes e al. (2016); Ro hes e al.
(2022)
Se bia 1 Đo đić e al. (2024)
Spain 8 Héc o -Mo ei a e al. (2020);
Go ges e al. (2016); Iñiguez-
Be ozpe & Ma cale i (2016);
Ren a-Da ids e al. (2016); De
Oña Co s e al. (2018); Gu ié ez-
De-Rozas e al. (2022);
Gu ié ez-De-Rozas e al. (2023);
Sánchez-Doménech e al. (2023)
Eas Asia 8
China 2 Cui e al. (2016); Wang e al.
(2022)
Hon
g
Kon
g
1 Ho & Kembe (2018)
Ko ea 2 Go ges e al. (2016); Liu (2019)
Taiwan 2 Lin (2020); Chen e al. (2023)
Japan 1 Go
g
es e al. (2016)
Sou heas
Asia 5
Singapo e 2 Chen & A yadous (2023); Leow
e al. (2022)
Thailan
d
1 Lee (2019)
Vie na
m
1
Ng
u
y
en & N
g
u
y
en (2024)
Indonesia 1 Zainuddin e al. (2024)
Cen al
Asia 1 I an 1 Niksada e al. (2022)
Wes
Asia 3
Lebanon 1 Hachem (2023)
Saudi A abia 1 Al
j
ohani & Ala
j
lan (2020)
Tu ke
y
1 Şen ü k & Du an (2020)
A ica 7
Nige ia 2 Chukwuedo e al. (2021);
Okwuduba e al. (2022)
Ghana 1 Amponsah e al (2018)
Sou h A ica 1 He
y
s ek & Te ho en (2015)
Mo occo 1 Ali e al. (2022)
E
gy
p
1 Abbas (2016)
Gambia 1 Kei a & Lee (2022)
Sou h
Ame ica 2 B azil 1 Gondim & Mu i (2011)
Chile 1 Ca allo-Be ele (2023)
No e: Resul s a e no cumula i e
Table 6. Summa y o quan i a i e esea ch ins umen s used in adul educa ion s udies
wi h e e ences. Sou ce: Au ho s’ own able
Non- alida ed Resea ch ins umen s
Resea ch
Ins umen Numbe Type Numbe Re e ences
Su eys 42
Au ho s
in en o y/ques ionnai e
33 P enzel (1993); Isaac e al. (2001);
W igh & McG o y (2005); Van
Den Be g e al. (2009); Bake e
al. (2010); Delialioglu e al.
(2010); Gondim & Mu i (2011);
Go ges & Kandle (2011);
Ka oulis (2011); Ca a
g
he &
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