Adult Readiness to Learn: An International Study of Individual and Contextual Predictors

Autor/inn/en	Smith, Thomas J.; Rose, Amy D.; Ross-Gordon, Jovita M.; Smith, M. Cecil
Titel	Adult Readiness to Learn: An International Study of Individual and Contextual Predictors
Quelle	(2016), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Learning Readiness; Global Approach; Individual Characteristics; Context Effect; Predictor Variables; Competence; Literacy; Numeracy; Problem Solving; Technological Literacy; Educational Environment; Educational Attainment; Work Experience; Age; Gender Differences; Cultural Differences; Non Western Civilization; Foreign Countries; Belgium; Canada; Cyprus; Czech Republic; Denmark; Estonia; Finland; Germany; Ireland; Italy; Japan; South Korea; Netherlands; Norway; Poland; Slovakia; Spain; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Lernbereitschaft; Globales Denken; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prädiktor; Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Problemlösen; Technisches Wissen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsabschluss; Bildungsgut; Employment experience; Job experience; Occupational experience; Berufserfahrung; Alter; Lebensalter; Geschlechterkonflikt; Kultureller Unterschied; Ausland; Belgien; Kanada; Zypern; Tschechische Republik; Dänemark; Estland; Finnland; Deutschland; Irland; Italien; Korea; Republik; Niederlande; Norwegen; Polen; Slowakei; Spanien; Schweden; Großbritannien; USA
Abstract	The present study examined an international sample of adults from the Survey of Adult Skills administered by the Program for the International Assessment of Adult Competencies (PIAAC; Organisation for Economic Co-operation and Development, 2009) to assess (1) how specific individual and country-level characteristics predict adult readiness to learn, and (2) how readiness to learn predicts adult skills in literacy, numeracy, and problem-solving in technology-rich environments. Multilevel modeling showed that education and hours worked positively predicted readiness to learn, while age negatively predicted it, and men showed high levels of readiness to learn than women. At the individual level, a positive relationship between readiness to learn and skill proficiency was observed, while at the country level a negative relationship occurred. This "readiness to learn paradox" is discussed in terms of cultural differences in learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01