Development of achievement and learning motivation between adolescence and early adulthood

This paper addresses two alternative assumptions: (A) Achievement and learning motivation developed in school have an influence on professional achievement motivation and motivation for continuing education in adulthood. (B) Achievement and learning in a school environment are structurally different from achievement and continuing education in professional life. Therefore, continuity in the development of achievement and learning motivation is unlikely. Based on 1081 resumes between age 15 and 35 taken from the German longitudinal LifE-Study, these two alternative assumptions were investigated. Results reveal that achievement and learning motivation impropriated in school still influence professional achievement motivation and motivation for continuing education 20 years later, while the latter is more closely linked to the level of education. Moreover, results show that professional achievement motivation and motivation for continuing education in adulthood depend on the family situation. Fathers show a stronger achievement motivation than men without children. Women are usually more motivated both for professional achievement and continuing education if housekeeping chores are shared with their partner.