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Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.

Background: European countries, and especially Germany, are currently very much affected by human migration flows, with the result that the task of integration has become a challenge. Only very little empirical evidence on topics such as labor market participation and processes of social integration of migrant subpopulations is available to date from large-scale population surveys. The present paper provides an overview of the representation of the migrant population in the German Programme for the International Assessment of Adult Competencies (PIAAC) sample and evaluates reasons for the under-coverage of this population. Methods: We examine outcome rates and reasons for nonresponse among the migrant population based on sampling frame data, and we also examine para data from the interviewers' contact protocols to evaluate time patterns for the successful contacting of migrants. Results and Conclusions: This is the first time that results of this kind have been presented for a large-scale assessment in educational research. These results are also discussed in the context of future PIAAC cycles. Overall, they confirm the expectations in the literature that factors such as language problems result in lower contact and response rates among migrants.

Background: Despite the importance of lifelong learning as a key to individual and societal prosperity, we know little about adult motivation to engage in learning across the lifespan. Building on educational psychological approaches, this article presents a measure of Motivation-to-Learn using four items from the background questionnaire of the Programme for the International Assessment of Adult Competencies (PIAAC). Methods: We used multiple-group confirmatory factor analyses for ordered categorical data to investigate the scale's dimensionality and measurement invariance across countries. Regression analyses were used to investigate the scale's criterion validity. Results: Results show that the proposed four-item scale fits the data considerably better than the original six-item scale labeled Readiness-to-Learn. Further analyses support the scale's configural, metric (weak) and partial scalar (strong) measurement invariance across 21 countries. As expected, Motivation-to-Learn has significant relations to the working population's engagement in learning in terms of participation in non-formal education over the last 12 months. These relations remain relevant after taking literacy as an indicator of level of education into account. Conclusion: The Motivation-to-Learn scale presented here may be used to indicate adult motivation in cross-country comparisons. The potential of using the scale in future PIAAC analyses and research on adult learning is discussed. [This paper has been presented at the 8th Biennnal SELF Conference, August 20-24, 2015, in Kiel, Germany, and at the 1st International CIDER Conference, January 24-26, 2016, Berlin, Germany.]