Nonformal Learning and Well-Being among Older Adults: Links between Participation in Swedish Study Circles, Feelings of Well-Being and Social Aspects of Learning

Autor/in	Åberg, Pelle
Titel	Nonformal Learning and Well-Being among Older Adults: Links between Participation in Swedish Study Circles, Feelings of Well-Being and Social Aspects of Learning
Quelle	In: Educational Gerontology, 42 (2016) 6, S.411-422 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2016.1139972
Schlagwörter	Foreign Countries; Older Adults; Adult Education; Informal Education; Well Being; Student Participation; Communities of Practice; National Surveys; Educational Benefits; Outcomes of Education; Knowledge Level; Achievement Gains; Skill Development; Adult Development; Cooperative Learning; Friendship; Sense of Community; Social Isolation; Social Adjustment; Sweden + Suchen Sie Ihr Suchwort? Ausland; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Informelle Bildung; Nichtformale Bildung; Well-being; Wellness; Wohlbefinden; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Community; Bildungsertrag; Lernleistung; Schulerfolg; Wissensbasis; Achievement gain; Leistungssteigerung; Kompetenzentwicklung; Qualifikationsentwicklung; Erwachsenwerden; Kooperatives Lernen; Freundschaft; Soziale Isolation; Soziale Anpassung; Schweden
Abstract	How does participation in nonformal learning influence the self-perceived well-being among older adults? This article looks into that issue through a study of people aged 65 years or older who have participated in Swedish study circles. The data analyzed consists of a nation-wide survey of study circle participants. The results show that there are beneficial effects from participating in study circles for the well-being of older adults. As could be expected, participants claim that their knowledge and skills have increased; but the main finding is the importance of the social dimension of participating in nonformal learning activities. The fellowship created in study circles is both an important motive for participation and an important outcome of having participated. This, however, is not at the expense of gaining new knowledge. Rather, the two dimensions may strengthen each other. Nonformal settings appear to provide an environment that has positive effects on the well-being of older adults. They do this by fostering a sense of belonging and the opportunity to be part of a fellowship that may work as an aid in avoiding social isolation and loneliness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01