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Determinant Factors of Willingness to Learn: Systematic Literature Review
Authors
Yuliati Hotifah, Suryanto, Hamidah, Nono Hery Yoenanto
Corresponding Author
Yuliati Hotifah
Available Online 15 December 2020.
DOI
10.2991/assehr.k.201214.322How to use a DOI?
Keywords
willingness to learn, motivation, literature review
Abstract
Willingness to learn is an important aspect for everyone associated with all changes and uncertainties.
there are two determinants of the will to learn, namely internal and external factors. The purpose of this
study is to review a systematic literature review on the concept of a willingness to learn and
determinants of an individual’s willingness to learn. The Literature search for 1999-2020 using the
database, ScienceDirect, IPI / Portal Garuda, Emerald, and Ebsco Host using the keywords “willingness to
learn”, and “will to learn”, read the search schedule starting in October 2019-April 2020. The data
analysis method used a systematic literature review (SLR) consisting of five steps, namely defining
inclusion and exclusion criteria, defining information sources, selecting literature (selecting keywords),
collecting relevant article data, and selecting data items. Search articles are by criteria, which are then
reviewed to conclude the concept of willingness to learn and determinants of a willingness to learn.
Interest and motivation are important concepts in learning but are not synonymous with the desire to
learn. Both of these concepts refer to the fact that someone tends to be more alert, more responsive,
and exert greater effort when someone is interested and motivated and can improve their performance
(Carillo, 2012). According to Hidi (2000), there are psychological states that involve focused attention,
cognitive enhancement, functioning, perseverance, and affective involvement in cases of personal or
situational interests. Huang et. al. (2016) individuals who have the desire to learn, will show a cautious
and attentive attitude and at the same time increase self-confidence
The results of the study can be concluded that willingness to learn is determined by internal and
external factors. Internal factors are factors of the individual, namely individual characteristics, attitudes,
and personality. While external factors are determined by environmental factors, both family and school
environment (Jespersen and Echols, 2018; Baker et al. (2002) and Wößmann (2010).
5. CONCLUSION This review describes the concept of willingness to learn and the underlying factors. The
search results show that the concept of willingness to learn is interpreted without the difference
between one research to another. The concept of willingness to learn is a psychological condition
(psychological state). Willingness is part of a system of self-regulation that includes motivation related to
cognition and emotion. Willingness is part of the conasi component. It can be concluded that the conasi
component is a combination of motivation and willingness. Willingness (willingness) helps someone to
direct and control cognition, motivation, and emotions (Kivinen, 1997). Future studies can examine
more deeply whether the factors of cognition, motivation, and emotions influence the individual
willingness.
Soft Skills in the Technology Education Classroom: What Do Students Need?
As noted by the U.S. Department of Labor (1999) and Rogers (1995), affective domain personal
attributes must be a key component of any technology education program. Communication skills were
also noted as an essential competency for high school graduates entering engineering or technology
programs. Programs must require in their students competency in written communications, verbal
communications, reading, honesty, strong work ethics, and a willingness to learn. Technology education
teachers can structure a design activity that requires the students to 1) work in teams, 2) organize their
thoughts, 3) communicate with team members, 4) solve a problem, 5) present their findings orally, and
6) evaluate their success through a written document. This type of learning activity should also cause
students to work outside of their comfort zone, thereby stretching soft-skill development. These types
of problem-based learning activities should also be formulated across discipline lines and must be an
essential and integrated expectation from day one through graduation and beyond.
The rise of technology and impact on skills
The underlying principle behind such adaptive learning technologies is based on the concept of teaching
to students’ ability level, which has been known to work in improving learning (Banerjee et
al., Citation2016; Banerjee, Cole, Duflo, & Linden, Citation2007). Therefore, on one hand, education
technology has tended to work best when it facilitates effective teaching and learning approaches. On
the other hand, providing access to technology alone does not strengthen learning (Escueta, Quan,
Nickow, & Oreopoulos, Citation2017).
Rapid technological advancements have a two-fold implication for workforce development. First,
demand for specialized skills is likely to change more quickly leading to shrinking shelf life of skills.
Adapting successfully to disruptions from technological advancements will require being able to unlearn
old technologies and practices and relearning new ones. At the same time, new technologies offer
innovative modes of education and delivery of learning that have the potential to address the first
implication of rapidly changing skills demand. In short, new technologies themselves can offer an
antidote to the challenges they present. In order to meet changing demands and maximize the full
potential technology offers, cultivating learnability in the workforce is crucial. Since exponential
technological advancements affect current as well as future workers, learning needs to be continuous
and undertaken by all actors. Moreover, for continuous learning to happen, existing education systems
alone do not suffice. What is needed is the creation of a learning society.
Reference:
Yuliati Hotifah, Suryanto, Hamidah, Nono Hery Yoenanto (2020). Determinant Factors of Willingness to

Learn: Systematic Literature Review. https://www.atlantis-press.com/proceedings/icite-20/125948734
Huang, Qiao, Hu, Cuihuan, dan Mao, Jing. (2016) Are Chinese Students Willing to Learn and Perform
Bystander Cardiopulmonary. Resuscitation?. The Journal of Emergency Medician, Vol. 51,no 6 pp. 712-
720, 2016. http://dx.doi.org/10.1016/j.jemermed.2016.02.033.
y Kara S. Harris and George E. Rogers (2016). Soft Skills in the Technology Education Classroom: What Do
Students Need?. https://journals.sagepub.com/doi/abs/10.1177/2329490615602090?journalCode=bcqe
Soft Skills in the Technology Education Classroom: What Do Students Need?
Piyawan Charoensap-Kelly
Lauren Broussard
Mallory Lindsly
Megan Troy
2016
The rise of technology and impact on skills

Sungsup Ra
,
Unika Shrestha
,
Sameer Khatiwada
,
Seung Won Yoon
&
Kibum Kwon
(2019)

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Determinant Factors of Willingness to Learn: Systematic Literature Review

Yuliati Hotifah, Suryanto, Hamidah, Nono Hery Yoenanto

Available Online 15 December 2020.

10.2991/assehr.k.201214.322How to use a DOI?

willingness to learn, motivation, literature review

Soft Skills in the Technology Education Classroom: What Do Students Need?

The rise of technology and impact on skills

Yuliati Hotifah, Suryanto, Hamidah, Nono Hery Yoenanto (2020). Determinant Factors of Willingness to

Soft Skills in the Technology Education Classroom: What Do Students Need?

The rise of technology and impact on skills

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