Dynamics of Learning Motives and Barriers in the Context of Changing Human Life Roles

This paper promotes a theoretical discussion that focuses on the motives and barriers that make impact on adults learning as well as on their dynamics related to the change of social roles. The adult learning motives and barriers change and vary according to the prevailing social roles at different periods of one’s life. This dynamics of adult learning motives and barriers is mostly influenced by the importance and compatibility of acquired social roles, responsibility areas and spaces of a person and other factors. The qualitative data was gathered in March – April 2016 in Kaunas, Lithuania. The sample consisted of 30 narratives, written by informants, aged 35 to 65 years that were participating in professional training courses. There has been prepared 30 self-reflections that were analysed using content analysis. The analysis of empirical data shows that external learning motives and barriers prevail in the period when an individual is active in the labour market while the personal motives remain overshadowed. However, personal barriers prevail in the expression of learning barriers. This is influenced by the society’s attitude towards the performance of pupil and student roles and the value attitudes of surrounding people that partially control it