scholarly journals Literacy Skills, Immigration, and Motivation to Learn Among Middle-Aged and Older Adults in the United States

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 330-330
Author(s):  
Shalini Sahoo ◽  
Roberto Millar ◽  
Taka Yamashita ◽  
Phyllis Cummins
Keyword(s):  
Older Adults ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Education And Training ◽  
Literacy Skills ◽  
Motivation To Learn ◽  
Middle Aged ◽  
And Training

Abstract Education and training over the life course or lifelong learning has become critical in the fast-changing U.S. society. Foundation skills (e.g., literacy), motivation, curiosity, as well as access to learning opportunities are essential to promote lifelong learning. Despite the importance of these promoting factors, empirical research focusing on complex relationships between literacy skills, immigration and motivation to learn (MtL) among middle-aged and older adults is scarce. The objective of this study is to examine how literacy skills and immigration (vs. U.S. born) are associated with MtL among middle-aged and older adults in the U.S. Nationally representative data (n = 8,670) of adults aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine the formerly tested and validated latent MtL construct based on four 5-point Likert-type scale items among the sub-population of interest. Results showed that higher literacy skills (0-500 points; b = 0.002, p < 0.05) was associated with greater MtL. Additionally, immigrants were less likely (b = -0.114, p < 0.05) to have greater MtL than those who are non-immigrants (i.e. U.S. born). Higher literacy skills may indicate positive experiences in previous adult education and training and greater readiness for further learning. Findings from this study provide new empirical evidence of lifelong learning determinants. Educators and researchers should be aware of limited literacy and being an immigrant as potential barriers to knowledge-seeking in later life.

scholarly journals Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

2021 ◽  
pp. 104515952110485
Author(s):  
Shalini Sahoo ◽  
Roberto J. Millar ◽  
Takashi Yamashita ◽  
Phyllis A. Cummins
Keyword(s):  
United States ◽  
Educational Attainment ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Literacy Skills ◽  
Motivation To Learn ◽  
Foreign Born ◽  
Middle Aged ◽  
Middle Aged Adults

Research on factors associated with motivation to learn (MtL) is limited, particularly among middle-aged adults and immigrants. This study examines educational attainment, literacy skills, and nativity (foreign-born vs. native-born) as predictors of MtL in middle-aged adults living in the United States. Nationally representative data of middle-aged adults between the ages of 40 and 65 years were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were used to assess the validity of the latent MtL construct and to examine the associations with the selected determinants in middle-aged adults. Postsecondary education degrees and higher literacy skills were linked with greater MtL. However, foreign-born individuals had lower MtL than their US-born counterparts. Educators and researchers should be aware of lower educational attainment, limited literacy skills, and being an immigrant as possible demoting factors of MtL, and in turn, barriers to lifelong learning participation among middle-aged adults.

scholarly journals Predictors of Motivation to Learn Among Middle-Aged and Older Men in the United States

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 445-445
Author(s):  
Taka Yamashita ◽  
Roberto Millar ◽  
Shalini Sahoo ◽  
Thomas Smith ◽  
Phyllis Cummins
Keyword(s):  
Structural Equation ◽  
Structural Equation Models ◽  
Older Men ◽  
The United States ◽  
Literacy Skills ◽  
Policy Implications ◽  
Motivation To Learn ◽  
Middle Aged ◽  
Nationally Representative ◽  
Postsecondary Degree

Abstract Middle-aged and older men are less likely than women to participate in adult education and training (AET) outside of their work. AET is known to provide psychological, social and economic (e.g., job-related skills) benefits throughout the life course. Research has shown that motivation to learn (MtL) is the key to promoting AET. The objective of this study is to identify MtL predictors among middle-aged and older men in the U.S. Nationally representative data (n = 1,450) of men aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine how a latent MtL construct measured by four 5-point Likert-type itemsMtL might be predicted by participant characteristics. Results showed that having a postsecondary degree (vs. high school or less; b = 0.19, p < 0.05), higher literacy skills (0-500 points; b = 0.01, p < 0.05), at least one parent/guardian with a postsecondary degree (vs. those without; b = 0.08, p < 0.05) and better self-rated health (b = 0.14, p < 0.05) were associated with greater MtL. Additionally, Black (b = 0.22, p < 0.05) and Hispanic (b = 0.19, p < 0.05) men showed greater MtL than White men. Overall, socioeconomic status indicators and race/ethnicity were linked to MtL. Given the known challenges involved in middle-aged and older men’s participationin AET (e.g., low and short-term participation), enhancing MtL may have long-term implications. Theoretical explanations and possible policy implications are evaluated.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

scholarly journals MOTIVATION TO LEARN, LITERACY, NUMERACY, AND LATER-LIFE ADULT EDUCATION PARTICIPATION IN THE U.S.

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S664-S664
Author(s):  
Takashi Yamashita ◽  
Phyllis Cummins ◽  
Roberto J Millar ◽  
Shalini Sahoo ◽  
Thomas J Smith
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Basic Skills ◽  
Later Life ◽  
Motivation To Learn ◽  
Latent Construct ◽  
Education Participation ◽  
The U.S

Abstract The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e., literacy and numeracy), and organized formal and non-formal adult education and training (AET) participation among middle-aged and older adults in the U.S. Rapid technological advancement and globalization requires that adults engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in AET participation among aging adults in the U.S. We obtained restricted data from the 2012/2014 Program for International Assessment of Adult Competencies, and included adults aged 50 years and older (n = 2,580) in the analysis. Structural equation models were used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the latent construct of motivation to learn, literacy and numeracy scores (0 – 500), and covariates. Per the confirmatory factor analysis, the motivation to learn latent construct was a valid measure among the older adults. Results from the structural equation models showed that the motivation to learn (b = 0.35, p < 0.05), literacy (b = 0.05, p < 0.05) and numeracy (b = 0.03, p < 0.05) are all positive predictors of non-formal AET participation. However, only motivation to learn (b = 0.47, p < 0.05) is associated with formal AET participation. Findings from this study inform future interventions as well as policy changes to promote specific types of organized AET programs among the aging populations in the U.S.

scholarly journals Baseline Body Mass Predicts Average Depressive Symptoms over the Next Two Decades for White but Not Black Older Adults

Geriatrics ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 14 ◽  
Author(s):  
Shervin Assari
Keyword(s):  
Older Adults ◽  
Depressive Symptoms ◽  
Racial Differences ◽  
Body Mass ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Bidirectional Association ◽  
National Cohort ◽  
Baseline Bmi

Background: Although obesity and depression have a bidirectional association, this link may vary based on race. The current study tested racial variation in bidirectional links between depressive symptoms and body mass index (BMI) over 24 years of follow-up in older adults over the age of 50 in the United States. We hypothesized weaker bidirectional links in Blacks compared to Whites. Methods: Data came from waves 1 to 12 (1990 to 2014) of the Health and Retirement Study (HRS), an ongoing state-of-the-art national cohort. The study followed a representative sample of Americans (n = 15,194; 2,200 Blacks and 12,994 Whites) over the age of 50. Dependent variables were average depressive symptoms and BMI over 24 years, based on measurements every other year, from 1990 to 2014. Independent variables included baseline depressive symptoms and BMI. Covariates included age, gender, marital status, veteran status, and activities of daily living. Structural equation models were fitted to the data for data analysis. Results: In the pooled sample, bidirectional associations were found between BMI and depressive symptoms as baseline BMI predicted average depressive symptoms over time and baseline depressive symptoms predicted average BMI over 24 years. Racial differences were found in the bidirectional association between BMI and depressive symptoms, with both directions of the associations being absent for Blacks. For Whites, baseline BMI predicted average depressive symptoms over the next 24 years. Conclusion: Reciprocal associations between BMI and depressive symptoms over a 24-year period among individuals over the age of 50 vary for Blacks and Whites. As these associations are stronger for Whites than Blacks, clinical and public health programs that simultaneously target comorbid obesity and depression may be more appropriate for Whites than Blacks.

scholarly journals Individual Learning Accounts: A Comparison of Implemented and Proposed Initiatives

2021 ◽  
pp. 104515952110469
Author(s):  
Phyllis A. Cummins ◽  
A. Katherine Harrington ◽  
Takashi Yamashita
Keyword(s):  
Labor Force ◽  
The United States ◽  
Education And Training ◽  
Economic Benefits ◽  
Individual Learning ◽  
Further Education ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Global Knowledge ◽  
And Training

Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong education opportunities, particularly for low-skilled adults in the labor force, has been lacking. The Organisation for Economic Cooperation and Development (OECD) identified three models for funding adult learning: (1) individual learning accounts, (2) individual savings accounts, and (3) training vouchers. The current study discusses examples of these models, either proposed or implemented, across four countries or economic blocks—France, Canada, the United Kingdom, and the United States. In addition, to understand the importance of providing funding for education and training to adults with low levels literacy skills, we use data from the Program for the International Assessment for Adult Competencies (PIAAC) to compare participation in adult education and training (AET) by literacy skill levels. In all countries examined, adults with low literacy skills participated in AET at lower rates than those with middle and high levels of literacy skills. To be successful in reaching adults most in need of skill upgrading, financing models need to provide adequate funds for meaningful skill upgrades, have well-structured information sources (e.g., websites) that are easily navigated by the target population, and include policies to screen educational providers for program quality.

Associations between motivation to learn, basic skills, and adult education and training participation among older adults in the USA

2019 ◽  
Vol 38 (5) ◽  
pp. 538-552
Author(s):  
Takashi Yamashita ◽  
Phyllis A. Cummins ◽  
Roberto J. Millar ◽  
Shalini Sahoo ◽  
Thomas J. Smith
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Basic Skills ◽  
Education And Training ◽  
Motivation To Learn ◽  
The Usa ◽  
And Training

scholarly journals Subjective Social Status Predicts Late-Life Memory Trajectories through Both Mental and Physical Health Pathways

Gerontology ◽  
2018 ◽  
Vol 64 (5) ◽  
pp. 466-474 ◽  
Author(s):  
Laura B. Zahodne ◽  
A. Zarina Kraal ◽  
Afsara Zaheed ◽  
Ketlyne Sol
Keyword(s):  
Older Adults ◽  
Physical Health ◽  
Social Status ◽  
Cognitive Aging ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Late Life ◽  
The United States ◽  
Subjective Social Status ◽  
Mental And Physical Health

Background: Subjective social status (SSS) is associated with mental and physical health, independent of objective socioeconomic status (SES), but its association with late-life cognitive decline is unknown. Objective: This study characterizes the association between SSS and late-life memory trajectories in a large, nationally representative sample of older adults in the United States. Methods: Using data from 8,530 participants aged 65 years and older in the Health and Retirement Study, structural equation models tested associations between SSS, objective SES (i.e., educational attainment, occupation, income, and wealth), physical and mental health, and 6-year memory trajectories, controlling for sociodemographic characteristics. Results: Independent of objective SES, lower SSS was associated with worse initial memory but not subsequent memory decline. The association between SSS and initial memory was separately mediated by chronic diseases, stroke, and depressive symptoms. Conclusion: Results provide preliminary behavioral evidence for the deleterious effects of social stress on cognitive aging. These results may help inform the development of policies and interventions to reduce cognitive morbidity among older adults who perceive a low position on the social hierarchy.

scholarly journals Motivation to Learn and Multilingualism across the Adult Life Stages in the U.S

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 952-953
Author(s):  
Shalini Sahoo ◽  
Takashi Yamashita ◽  
Roberto Millar ◽  
Phyllis Cummins
Keyword(s):  
Lifelong Learning ◽  
Learning Style ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Age Groups ◽  
Adult Life ◽  
Motivation To Learn ◽  
Life Stages ◽  
Nationally Representative ◽  
The U.S

Abstract Lifelong learning or continuing education over the life course has become necessary to navigate a rapidly changing technological landscape. Motivation to learn (MtL) is essential for facilitating lifelong learning. In the U.S., most of the educational opportunities are available in English. Moreover, little is known about associations between being multilingual and MtL across the life stages. This study analyzed nationally representative data from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted use file (RUF). Using a previously established latent MtL construct, structural equation models were estimated by four age groups --- 25-34 (n = 2,310); 35-44 (n = 1,610); 45-54 (n = 1,670); and 55 and older (n = 2,620). Results showed that being multilingual was associated with greater MtL among younger age groups, including age 25-34 (b = 0.20, p = 0.01) and 35-44 (b = 0.28, p < 0.001), after adjusting for the demographic, socioeconomic and health characteristics of individuals. Multilingualism was not associated with MtL among older age groups, including 45-54 (b = 0.06, p = 0.50) and 55 and older (b = 0.13, p = 0.19). Findings suggest that education policies that target younger multilingual adults are likely to be effective while enhancing MtL of monolingual (i.e., English-speaking only) adults seems to be a necessary first step. Yet, a similar approach may not be effective for older adults, arguably due to more diverse life circumstances, educational needs, and learning style preferences. More detailed interpretations of empirical results and theoretical explanations are needed.

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