Learning characteristics of active aging older adults

• Main Authors: Chiho Yang, 楊志和
• Other Authors: Hui-Chuan Wei
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/06807823150523691290

博士 === 國立中正大學 === 成人及繼續教育研究所 === 101 === The purpose of the study is to explore the learning characteristics of active aging older adults of eighty years old and above. By means of grounded theory approach, twelve octogenarians were selected through random sampling and theoretical sampling. As long-term participants in learning activities or voluntary services with financial and housing security, they were first evaluated by SF-36 Health Survey and SPMSQ questionnaire and qualified as active aging. Several aspects of characteristics were analyzed and deducted via semi-structured interview supplemented by participation observation method, including life background, personality, family and interpersonal relations, learning incentives, prerequisites and limitations, and learning attitudes, contents, methods, and effects. The study concludes that older adults participate in learning activities to make up for learning opportunities, fulfill personal interests, and compensate for the lack of interpersonal relations. Through peer partnership in learning activities, older adults enhance physical and mental health, maintain cognitive abilities, obtain social contact, provide feedback to the community, and eventually achieve active aging. Based on the findings, the study proposes “compensation and partnership theory” that defines the main characteristic of active aging older adults’ participation in learning activities as “a journey of seeking compensation and partnership”. The study leads to the following conclusions: 1. Active aging older adults demonstrate positive personalities, lifestyles, and learning attitudes. 2. Family plays a vital role for older adults’ participation in learning activities, while peer partnership a motivation for long-term engagement. 3. Compensation for deficiency is the major incentive for older adults’ learning, and peer partnership as the main approach. 4. A positive relationship exists between educational levels and learning incentives, with increasing generation differences and decreasing gender differences expected in the future. 5. Institutional factors remain the major participation barriers for older adults, while prior knowledge proves useful in facilitating learning activities. 6. Learning activities promote physical and mental health, maintain cognitive abilities and enhance life security. The study proposes the following suggestions: First of all, the government should consider implementing compulsory retirement education to promote learning activities after retirement, and subsidies for older adult education may be appropriated with more diversity and creativity. Secondly, learning organizations may make use of voluntary services as a means for recruiting older adult participants, while gender preferences and generation differences should be considered in future program planning, and older adults be encouraged to organize their own programs and recruit more local residents to share their knowledge and expertise. Thirdly, life-long learning habits and broad interests should be cultivated in adulthood for active participation in older adult learning, and family members as major encouragers should play a more active role in promoting older adults’ participation in learning activities. Finally, more studies should probe into learning characteristics of baby-boomers, who display obvious distinction from their prior generations. In addition, learning motivation, contents, and effects for people of the fourth age and non-active aging older adults are worth further investigating.