This explorative study sought to examine the educational experiences of older adults (from 60 to 80) who were participating in adult education programs. The study used a phenomenological model; three in-depth interviews explored the motivation, experience and meaning of late life participation in educational programs. Informed by psychosocial developmental theory, the study emphasized the task of life review within the last stage of adult development. The study found that in a small sample of ethnically diverse older adults personal motivation, experience, and meaning of adult education exhibited themes related to continuing early life constructs such as social class identity, family goals and early educational experiences. Hence, motivations for formal learning at this point in life were related to individual personal constructs; in several participants these included the phenomenon of life review. Many of the older adults returned to school to complete life goals which had not been satisfied at younger ages, others wanted to "compete" with younger versions of themselves, to prove that they were still capable of learning, to make clearer their own personal histories, or to find contributory outlets. Individual motivational themes were reflected in the participants' experience of adult education and in the personal and historical meanings they made of it. The study presents in detail the stories of six participants and attempts to tie together their motivation, experience and meaning within the larger population and within a psychosocial developmental framework. Implications for education are explored.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-4991 |
| Date | 01 January 1982 |
| Creators | WOLF, MARY ALICE |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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