Affective Dimensions of Adult Literacy Development.

Autor/in	Durgunoglu, Aydin Y.
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	Affective Dimensions of Adult Literacy Development.
Quelle	(2003), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-86201-134-6
Schlagwörter	Adult Basic Education; Adult Dropouts; Adult Education; Adult Literacy; Affective Behavior; Art Education; Cultural Activities; Cultural Education; Cultural Enrichment; Economically Disadvantaged; Females; Foreign Countries; Graduates; Lifelong Learning; Outcomes of Education; Poverty; Role of Education; Self Efficacy; Social Integration; Womens Education; Turkey (Istanbul); United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Affective disturbance; Active behaviour; Affektive Störung; Arts; Art in Education; Kunst; Bildung; Erziehung; Cultural activity; Kulturelle Aktivität; Culture; Kulturelle Bildung; Kulturelle Erziehung; Weibliches Geschlecht; Ausland; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Life-long learning; Lebenslanges Lernen; Lernleistung; Schulerfolg; Armut; Bildungsauftrag; Self-efficacy; Selbstwirksamkeit; Soziale Integration; 'Women''s education'; Frauenbildung
Abstract	To investigate affective dimensions of adult literacy development more systematically, researchers conducted a qualitative comparative analysis of four women participating in an adult literacy program in Istanbul, Turkey. The contrastive study chose two participants who completed the course; each was matched with a participant who had dropped out. They were matched in terms of their spelling, letter identification, and word recognition levels at the beginning of the course. As much as possible, they were matched in terms of age and number of children. Responses to a lengthy, semi-structured interview before courses started were compared to detect differences in how they approached adult literacy classes. All reported they had not attended any school because their elders thought it was inappropriate or not useful, but all learned the letters on their own, indicating similar levels of cognitive ability. The four participants had very similar spelling, letter recognition, and word recognition scores at the beginning. The two completing participants had high levels of motivation and self-confidence as compared with the two noncompleters. The researchers say the cases illustrated that affective variables such as motivation and self efficacy are important in whether participants will complete or drop out of an adult literacy class, even when their beginning literacy levels and cognitive skills are comparable. (YLB)
Anmerkungen	National Institute of Adult Continuing Education,Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (6.95 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC