Abstract
In order to participate in lifelong learning, students need both active involvement (i. e., hard study at a particular time) and volition (i. e., the will power to continue studying for a long time). In Study 1, a questionnaire was completed by 879 students of 1 open university (lectures televised to the general public) and 9 regular universities; measures of active involvement, volition, and learning motivation with 5 orientations as subscales were constructed. The main motivation that enhanced active involvement in learning was special task orientation; the motivations that enhanced volition were self-improvement orientation and special task orientation. In Study 2, in order to investigate how these 2 motivations came to enhance lifelong learning, interviews were conducted with 13 older students of the open university. Self-improvement orientation started in adolescence with dissatisfaction with learning, and was strengthened through challenge on the job and through a comparison with more capable persons, until it led to volition. Special task orientation was nourished through the experience of dealing with tasks in school or outside of the job, and strengthened active involvement.
