Predictors of Adult Education Program Satisfaction in Urban Community-Dwelling Older Adults

Autor/inn/en	Yamashita, Takashi; López, Erick B.; Keene, Jennifer R.; Kinney, Jennifer M.
Titel	Predictors of Adult Education Program Satisfaction in Urban Community-Dwelling Older Adults
Quelle	In: Educational Gerontology, 41 (2015) 11, S.825-838 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2015.1050909
Schlagwörter	Predictor Variables; Adult Education; Older Adults; Lifelong Learning; Aging (Individuals); Well Being; Learning Motivation; Learning Activities; Barriers; Urban Areas; Regression (Statistics); Gender Differences; Family Size; Family Income; Religion; Health; Likert Scales; Individual Characteristics; Correlation; Nevada + Suchen Sie Ihr Suchwort? Prädiktor; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Älterer Erwachsener; Life-long learning; Lebenslanges Lernen; Aging; Altern; Well-being; Wellness; Wohlbefinden; Motivation for studies; Lernmotivation; Lernaktivität; Urban area; Stadtregion; Regression; Regressionsanalyse; Geschlechterkonflikt; Familiengröße; Familieneinkommen; Gesundheit; Likert-Skala; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Korrelation
Abstract	Lifelong learning is receiving greater attention due to population aging in modern societies. Lifelong learning benefits individuals by supporting their physical, psychological, social, and economic well-being. However, older adults generally have lower motivation for learning than younger adults, and facilitating long-term participation in learning activities is still challenging. Previous studies mainly identified negative factors such as barriers and obstacles to individuals' initial participation in lifelong learning programs. As such, less is known about positive factors that promote long-term participation. To address this gap, data were collected from 330 older adults who participated in the Osher Lifelong Learning Institute program in an urban community in the United States. Results from proportional odds ordinal logistic regression analysis demonstrated that gender, number of household members, income, religious affiliation, self-rated health, and number of courses taken were associated with satisfaction with the program. In hopes to promote true lifelong learning, possible explanations about the findings are explored and several recommendations for existing lifelong learning programs are derived in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01