The purpose of this paper is to highlight how motivational and contextual factors interact together to explain the dropout process of adult learners returning to university. From seventeen semi-structured interviews, four main interactions have been identified between entry motives, dimensions of perceived value and expectancy, life and learning contexts. The findings from this study indicated that studying dropout of adult learners with motivational factors enables a deeper understanding taking into account the different commitments of this population and the motivational dynamic.
