Learning in Later Adulthood: Transitions and Engagement in Formal Study

Autor/in	Jamieson, Anne
Titel	Learning in Later Adulthood: Transitions and Engagement in Formal Study
Quelle	In: Educational Gerontology, 38 (2012) 3, S.201-211 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2010.532071
Schlagwörter	Learning Activities; Educational Benefits; Adult Education; Adult Learning; Lifelong Learning; Midlife Transitions; Foreign Countries; Cohort Analysis; Student Attitudes; Enrollment Influences; Developmental Continuity; Retirement; Grief; Experience; Trauma; Chronic Illness; Depression (Psychology); Older Adults; Reflection; Coping; Interviews; Psychological Needs; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lernaktivität; Bildungsertrag; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Life-long learning; Lebenslanges Lernen; Midlife-Krise; Ausland; Kohortenanalyse; Schülerverhalten; Entwicklungsprozess; Pensionierung; Trauer; Erfahrung; Chronic disease; Chronische Krankheit; Älterer Erwachsener; Bewältigung; Interviewing; Interviewtechnik
Abstract	This paper addresses the question of benefits of education from a life course perspective. Using data from a study of 1600 students (response rate 48%) on an open access program at a London University college, it explores educational activity within the framework of a transitions model. In addition to the quantitative evidence, the article uses material from interviews to illustrate how different aspects of educational activity help individuals cope with transitions. This approach, while clearly not covering all possible education contexts, offers a way of adding to our understanding of the benefits of study in mid- and later-life. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10