Nonformal learning and well-being among older adults: Links between participation in Swedish study circles, feelings of well-being and social aspects of learning

Åberg, Pelle

doi:10.1080/03601277.2016.1139972

Cited by 28 publications

(22 citation statements)

References 16 publications

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“…One possible explanation for this relationship is, as proposed by LePine, LePine and Jackson [105], that students with high motivation to learn will perceive a stressful situation as being challenging and promote mastery and personal growth and thus reduce their stress level. Regarding the relation between learning and well-being, this finding is in line with the results of Holfve-Sabel [106], Aberg [107], and Jenkins and Mostafa [25]: that learning is positively correlated with well-being. As suggested by Aberg [107], participation in learning activities is associated with high well-being due to the benefits of learning, where such activities could provide a medium to socialise with other people and increase one's knowledge and skills, resulting in the participant feeling much better about themselves and their life.…”

Section: Discussionsupporting

confidence: 89%

Psychosocial Characteristics, Training Attitudes and Well-being of Students: A Longitudinal Study

Nor

Smith

2019

JESBS

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Background: The first aim of this study was to investigate the influence of psychosocial characteristics on four training attitudes (motivation to learn, learning, transfer intention and cognitive dissonance) and well-being. The second — and main — aim was to examine the impact of attitudes to training on individual levels of well-being. Methodology: This study used a longitudinal approach comprising two phases of data collection. One-hundred and eighty first-year psychology students participated in Phase 1, and 95 students participated in both phases. The participants were required to complete a survey measuring various psychosocial characteristics (coping, personality, work characteristics, organisational citizenship behaviour [OCB] and commitment), four training attitudes and positive and negative well-being. Results: The results showed that specific psychosocial characteristics, particularly the positive variables (positive coping, positive work characteristics, OCB, and commitment) had significant correlations with positive training attitudes (motivation to learn, learning, and transfer intention). In addition, motivation to learn, learning, and transfer intention had a significant positive correlation with positive well-being, while cognitive dissonance had a significant negative correlation with positive well-being. However, these relationships were no longer significant when other variables were included. Furthermore, it was revealed that personality and commitment were the stronger predictors for well-being. Possible explanations for these findings are discussed. Conclusions: This study contributes to the existing body of knowledge, but more research is required to confirm the relationships between attitudes to training and well-being. Future research could also examine these relationships in more detail, especially in the context of specific training programmes.

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Section: Discussionsupporting

confidence: 89%

Psychosocial Characteristics, Training Attitudes and Well-being of Students: A Longitudinal Study

Nor

Smith

2019

JESBS

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“…Although research on the effects of education for SWB mainly addresses the effects of primary, secondary, and higher education, few studies also focused on learning in adult life and its impact on well-being, with mixed results: While most studies (Narushima 2008;Schuller et al 2002;Withnall 2009;NIACE 2009;Åberg 2016;Dolan et al 2012) find a positive effect of participating in ALE on SWB, other studies (Jenkins and Wiggins 2015;Ruhose et al 2020) report no significant effects. Further studies (Feinstein and Hammond 2004;Jenkins 2011) report mixed effects (both positive and negative), depending on the provider of the courses and the learning contents.…”

Section: Swb and Educationmentioning

confidence: 99%

The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis

2021

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Beyond formal education, continuing adult learning and education (ALE) is considered as successful means for supporting immigrants’ integration into the receiving society. Although recently, subjective parameters of immigrants’ integration (e.g., life satisfaction) have received increasing academic attention, research on the impact of education on subjective integration indicators is still rare. To address this, the present study contributes to the literature by investigating the effect of ALE participation on life satisfaction in a longitudinal design. The study compares the effect for the group of immigrants with the group of natives in order to estimate whether the potential education effect on life satisfaction is equally strong for both groups or stronger for the group of immigrants (interaction effect). For this, the study uses seven waves of panel data from the German National Educational Panel Study (NEPS) with N = 6386 individuals, of which N = 1002 individuals have a migration background. Methodologically, a Random Intercepts Cross-Lagged Panel Model is applied. This allows distinguishing within-person fluctuations from trait-like between-person differences. On the between-person level, we find a significant link between ALE participation and life satisfaction for both immigrants and natives. However, on the within-person level, no significant cross-lagged effects are observed. Moreover, we find no support for an immigrant-native gap in life satisfaction.

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“…Lifelong learning in the form of non-formal learning has been shown to promote psychological wellbeing (Åberg, 2016(Åberg, , Narushima et al, 2018, which is also associated with better cognitive performance in later-life (Nakanishi et al, 2019). There is mounting research to support education and social engagement in midlife having stronger protective effects on Science of Lifelong Learning 16 cognition in later-life (Park andFestini, 2017, Park, 2019).…”

Section: Lifelong Learning For Futures Of Education Economy and Healthmentioning

confidence: 99%

The Science of Lifelong Learning

Goodwill¹,

Chen²

2021

Preprint

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The impetus for nations to build resilience for rapid changes and uncertainty, and the increasing complexity of challenges has made sustainable development a priority. Lifelong learning holds the key to sustainability in maximizing human potential to address the needs of the future. The development of the science of lifelong learning is emerging and gaining traction through interdisciplinary discourse and research. It has provided a framework to view lifelong learning from cradle to grave with foundations in our understanding of brain development, degeneration, and plasticity . The space for lifelong learning is interactive, life-wide and entrenched in rich social contexts. Thus, the translation of scientific knowledge (including neuroscience) to be consumable by the masses (the learners), and the agents providing knowledge (the educators and parents), will be instrumental in promoting inclusive and participatory processes of knowledge production and sharing. We envision the science of lifelong learning to empower learners from diverse backgrounds and societies to have the capacity to contribute to a learning planet. This chapter provides a brief overview of the current state of the science of lifelong learning. We will showcase some ongoing research on the science of learning at our centre in Singapore and discuss implications of lifelong learning for futures of education, economy, health, and well-being.

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Nonformal learning and well-being among older adults: Links between participation in Swedish study circles, feelings of well-being and social aspects of learning

Cited by 28 publications

References 16 publications

Psychosocial Characteristics, Training Attitudes and Well-being of Students: A Longitudinal Study

Psychosocial Characteristics, Training Attitudes and Well-being of Students: A Longitudinal Study

The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis

The Science of Lifelong Learning

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