Abstract
This study explores the reasons why low-literate adults participate in Adult Basic Education (ABE). A 62-item scale to measure motivations was constructed based on in-depth interviews with learners; the scale was embedded into a questionnaire surveying a broad array of back-ground variables. Questionnaire data were collected by means of face-to-face, structured inter- views from a large random sample (N= 323) of learners currently enrolled in ABE programs in the state of Iowa; a 50%o random subsample was also administered a test of academic ability. Through factor analysis of the motivation items, ten dimensions were identified: (a) self-improvement, (b) family responsibilities, (c) diversion, (d) literacy development, (e) community/church involvement, (f) job advancement, (g) launching, (h) economic need, (i) educational advancement, and (j) urging of others. Cluster analyses based on factor scores revealed six distinct subgroups of students. Implications are discussed.
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