A Study of Older Students Attending University Classes

Hooper, Judith; March, G. B.

doi:10.1080/0360127780030402

Cited by 17 publications

(6 citation statements)

References 4 publications

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“…In an earlier paper (Hooper & March, 1978) we characterized elderly students as "special people whose enthusiasm for experience and learning has probably been a lifelong trait" (p. 329). The personality characteristics of elderly subjects measured in the present study lend credence to this description.…”

Section: Discussionmentioning

confidence: 98%

“…In a series of earlier papers Hooper, 1981;Hooper & March, 1978; we focused on analyses of demographic and environmental factors that may affect participation in higher education by older adults. These studies found elderly auditing students were younger, more likely to be married, and showed less variability in years of education than elderly nonstudents.…”

Section: Introductionmentioning

confidence: 99%

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Cognition, Memory, and Personality in Elderly Students

Hooper¹,

Hooper

Colbert

et al. 1986

Educational Gerontology

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This paper reports the results of a study of three groups (N = 180) of students, ages 17-23, 37-43, and 61-80. The study was designed to assess the relative availability of Piagetian formal reasoning concepts at different ages in adulthood, and to examine performance patterns on standardized intelligence tests, logical reasoning, immediate memory span, and personality measures. Results indicated that although the elderly students' performance was generally adequate, their scores on various tests were significantly lower than those of their younger college peers. Reasons for these results, and their implications in view of the fact that the subjects were all successful university students, are discussed.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Cognition, Memory, and Personality in Elderly Students

Hooper¹,

Hooper

Colbert

et al. 1986

Educational Gerontology

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“…As the lifelong learning theme gained momentum (Vermilye, 1974) (Hooper & March, 1978;Hooper, 1981). Motivations for enrollment include personal satisfaction and intellectual stimulation (Kingston, 1982;Kingston & Drotter, 1983), with a tendency to choose course work in the liberal arts (Cross, 1982;Covey, 1982).…”

Section: ) For Others It Has Inspired Philosophical Questionsmentioning

confidence: 99%

What Next? Post-Graduation Preparation for College Students in the Third Age of Life

Butler

2004

The Journal of Continuing Higher Education

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This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality o f the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ABSTRACT The demographics of aging are stimulating a re-examination of many societal structures as they relate to and impact older adults. By the middle of the 2 1 st century, the demographics of aging, the large percentage of older adults with high school diplomas, and the evolving nature of retirement assure college population growth among those in the third age of life. Commitment of scarce educational resources to retirement aged adults prompts questions about potential benefits to society and exploration of the concept of productive aging. This qualitative study posed several questions: W hat happens to older adult college students after they graduate? Did their collegiate experience include post-graduation planning? If not, what type of planning would have been helpful? The purpose of the study was to identify the post-graduation transition needs of women over the age of 60-in the third age of life-and to offer a proposal for services to meet those needs. Twenty women between 60 and 88 w ere interviewed. Nine of them w ere students at the time of the interview and 11 possessed completed degrees earned after the age of 60. The study reveals that many older students either do not perceive the need for post-graduation planning at the time they are enrolled as students or do not have the energy to devote to it while concentrating on the rigors of ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. coursework. However, during the year of transition following graduation, a significant number experience a desire to discuss life after college with a trusted adviser or professor whom they perceive a s then unavailable to them. Directly related to current research on "the senior ye ar experience," this study recommends further exploration of a "senior year plus one experience." It also reveals older adult interest in post-graduation activities involving creativity, mentoring, research, service to the community, and intergenerational involvement. These data lead to a comprehensive proposal for services to older adults that begin with the ad...

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“…Therefore, the possible contribution of student-status differences to the current literature on cognitive aging remains essentially unaddressed. Second, several potentially important background differences may have distinguished middle-aged students from nonstudents (e.g., Hooper & March, 1978; Hooper, 1981; Hooper & Traupmann, 1983; Graney, 1980). In a nationwide life-span sample collected by Harris and associates, Graney found that course participation of older adults was positively related to level of prior educational attainment, socioeconomic level, current activity level, and health status.…”

mentioning

confidence: 99%

“…These accommodations have resulted in a sizeable increase in the number of older adults that participate in formal education. However, the major impetus for their increased participation (Hooper & March, 1978) appears to be learning for learning's sake. This motivation is not particularly characteristic of younger adults.…”

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confidence: 99%

Cognitive and social functioning across adulthood: Age or student status differences?

Parks¹,

Mitchell²,

Perlmutter³

1986

Psychology and Aging

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Younger adult students between 19 and 24 years of age (M = 21.3 years), older adult students between 61 and 76 years of age (M = 67.9 years), and older adult nonstudents between 62 and 76 years of age (M = 68.5 years) were assessed for health (self-ratings of physical and mental health), social functioning (self-ratings of physical and mental activity, perceived role activity level, perceived roles, locus of control, and age-norm expectations), and cognitive functioning (Wechsler Adult Intelligence Scale-Revised vocabulary and block design, and paired associate memory). Age differences were observed in self-ratings of health, social roles, intellectual performance, and memory. No student status differences were observed. The results are discussed in terms of plasticity of intellectual function and characteristics of student status in later adulthood.

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A Study of Older Students Attending University Classes

Cited by 17 publications

References 4 publications

Cognition, Memory, and Personality in Elderly Students

Cognition, Memory, and Personality in Elderly Students

What Next? Post-Graduation Preparation for College Students in the Third Age of Life

Cognitive and social functioning across adulthood: Age or student status differences?

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