This study aimed to develop and validate the adult learning interest scale (ALIS) to assess how different forms of interest contribute to learner engagement in adult contexts. Engagement is a key determinant of success in adult learning, yet the motivational factors that sustain it (particularly individual and situational interest) remain insufficiently understood. Existing tools for measuring interest were primarily designed for school populations, highlighting the need for a scale suited to adult education contexts.
The ALIS comprises 14 items across three subscales: individual interest, activated situational interest (ASI) and maintained situational interest. In the first study (n = 306), exploratory factor analysis examined the factorial structure of the ALIS. A second study (n = 289) used confirmatory factor analysis to validate the three-dimensional structure and assess concurrent validity.
Results demonstrate ASI has a direct effect on engagement behaviors in adult learning, highlighting its role as a proximal driver of learner’s engagement in the learning situation. Moreover, the findings support a link between interest and self-determined motivation. These findings highlight the importance of measuring interest as an indicator of learner motivation and engagement.
ALIS offers a practical, and cost-effective tool for assessing interest in adult learning, enabling the development of targeted strategies to enhance engagement and improve learning quality. While its applicability should be further examined across more diverse professional contexts and populations, this study provides initial evidence of its potential relevance and utility in adult education research and practice.
