Older Learners on Campus

Silverstein, Nina M.; Choi, Lona H.; Bulot, James J.

doi:10.1300/j021v22n01_02

Cited by 28 publications

(11 citation statements)

References 14 publications

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“…Research has confirmed that older adults engage in learning for various reasons (e.g. Boulton-Lewis, Buys, & Lovie-Kitchin, 2006;O'Connor, 1987;Silverstein, Choi, & Bulot, 2001). While some older adults learn for spiritual or personal growth, others learn for pure enjoyment in learning something new.…”

Section: Resultsmentioning

confidence: 98%

A distinctive theory of teaching and learning for older learners: why and why not?

Tam

2014

International Journal of Lifelong Education

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Section: Resultsmentioning

confidence: 98%

A distinctive theory of teaching and learning for older learners: why and why not?

Tam

2014

International Journal of Lifelong Education

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“…Adult learners are also viewed as more assertive and as developing a different relationship with faculty members than traditional college students (Lynch & Bishop-Clark, 1994). Much research has also indicated that adult learners are more strongly motivated by internal factors, such as self-concept, than are traditional college students (Delahaye & Ehrich, 2008; Sachs, 2001; Silverstein, Choi, & Bulot, 2001).…”

Section: Characteristics Of Adult Learnersmentioning

confidence: 99%

Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

Jameson

Fusco

2014

Adult Education Quarterly

102

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Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have not been explored specifically within mathematics, however, which was the purpose of the current study. Using data collected from 226 undergraduate students (60 traditional students, 166 adult learners), the current research found that adult learners self-report lower levels of math self-efficacy and higher levels of math anxiety than their traditional peers. Implications for adult education are suggested.

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“…Physical and mental therapeutic effects of repeatedly working with flowering plants (e.g., eucalyptus, roses, and jasmine) in the program included positive attitudes toward aging. Regarding the behavioral aspects of the intervention, expression is one of the strongest motivators for older adults to learn [ 72 , 73 ]. Both the experimental and control groups scored highest on the item, “I want to set a good example for younger people”.…”

Section: Discussionmentioning

confidence: 99%

Effects of Horticultural Activities on Attitudes toward Aging, Sense of Hope and Hand–Eye Coordination in Older Adults in Residential Care Facilities

Chu

Chan

Chen

2021

IJERPH

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This study investigated the effects of an 8-week horticultural activity intervention on attitudes toward aging, sense of hope, and hand–eye coordination in 88 older adults in residential care facilities. In the experimental group, the mean score for “attitudes toward aging” increased from 3.81 before the intervention to 4.74 points after the intervention (standard deviation SD = 0.24 and 0.27, respectively), and the control group dropped from 3.75 to 3.70 (standard deviations, respectively SD = 0.27 and 0.28). The mean score for “sense of hope” increased from 3.28 before the intervention to 3.81 points after the intervention (SD = 0.49 and 0.26, respectively). In contrast to the control group, the mean score gradually declined from 3.26 to 3.16 points (standard deviation SD = 0.54 and 0.48, respectively). In the test of hand–eye coordination, the time required to complete the cup stacking test significantly decreased from 33.56 to 25.38 s in the experimental group but did not significantly change in the control group. Generalized estimating equation analysis revealed a significant interaction between group and time (p < 0.001). The data trends revealed significant differences in outcomes between the experimental group and the control group. At 3 months after the end of the study, the effect size in the experimental group remained higher than that in the control group.

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Older Learners on Campus

Cited by 28 publications

References 14 publications

A distinctive theory of teaching and learning for older learners: why and why not?

A distinctive theory of teaching and learning for older learners: why and why not?

Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

Effects of Horticultural Activities on Attitudes toward Aging, Sense of Hope and Hand–Eye Coordination in Older Adults in Residential Care Facilities

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