Adults' innate capabilities and curiosities for learning should be fostered, rather than attributing their disinterest to lack of motivation. Adult self-concept, life context, and relative control over their lives constitute a perceived opportunity structure, which frames their expectations about what kinds of situations will arise and what their outcomes will be. The degree of belief in the chance of success may affect the investment people are willing to make in improving their basic literacy skills and in acquiring other new skills. Fostering this concept of control is essential to a successful teaching. Congruence between program and participant goals and reasons for learning can strengthen the participation and the retention of adult learners.
Research suggests that nearly all adults are motivated to learn in some context.
Adults' innate capabilities and curiosities for learning should provide the basis for learning. All literacy programs, even those focusing on job training, need to adopt a more holistic view of their clients. In addition, teachers must avoid stereotyping and unfounded assumptions. This combination of program focus of program focus and teacher attitudes may be critically important for supporting program participation. All orders must be prepaid.