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.

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 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 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 Conceptions of National Identity and Opposition to Bicultural Policies in New Zealand: A Comparison of Majority and Minority Perspectives

2021 ◽  
Author(s):  
Thierry Devos ◽  
Kumar Yogeeswaran ◽  
Chris G Sibley
Keyword(s):  
National Identity ◽  
Political Institutions ◽  
Structural Equation ◽  
Minority Groups ◽  
Structural Equation Models ◽  
Minority Group ◽  
European Ancestry ◽  
Majority Group ◽  
Group Members ◽  
Nationally Representative

Using a nationally representative sample, the present research tested whether conceptions of national identity differentially predicted attitudes toward bicultural policies among New Zealanders of European, Māori, Asian, and Pacific descent. A series of multi-group structural equation models revealed that among members of the majority group and all minority groups, endorsement of a civic conception of national identity (i.e., respecting political institutions and laws) was related to opposition to resource policies, but such a relationship was especially strong among the majority group. By contrast, endorsement of an ethnic conception of national identity (i.e., having Māori or European ancestry) was related to support for resource and symbolic policies among minority group members, but to opposition to the same policies among the majority group. The present work documents that belonging to a majority vs. minority group moderates the relations between conceptions of national identity (civic vs. ethnic) and support or opposition to specific bicultural policies. In addition, some elements of civic conceptions of national identity may legitimize inequalities rather than reduce them.

Prevalence and Demographic Differences in Work as a Calling in the United States: Results From a Nationally Representative Sample

2021 ◽  
pp. 106907272199569
Author(s):  
Micah J. White ◽  
Dylan R. Marsh ◽  
Bryan J. Dik ◽  
Cheryl L. Beseler
Keyword(s):  
United States ◽  
Panel Study ◽  
Social Science Research ◽  
Age Groups ◽  
Science Research ◽  
The United States ◽  
Demographic Differences ◽  
Life Study ◽  
Nationally Representative ◽  
The U.S

Within the last two decades, social science research on work as a calling has rapidly grown. To date, knowledge regarding prevalence and demographic differences of calling in the United States derives from data collected mainly from regionally limited and/or occupationally homogenous samples. The present study used data from the Portraits of American Life Study, a nationally stratified panel study of religion in the United States (U.S.), to estimate calling’s prevalence in the U.S. Our findings represent the first known population estimates of seeking, perceiving, and living a calling in the U.S. Results revealed that calling is a relevant concept for many U.S. adults, with 43% endorsing “mostly true” or “totally true” to the statement “I have a calling to a particular kind of work.” Small differences for presence of and search for a calling emerged across age groups, employment statuses, and levels of importance of God or spirituality. For living a calling, significant differences were identified only for importance of God or spirituality, contrasting with previous findings that suggested that living a calling varies as a function of income and social status. Implications for research and practice are explored.

scholarly journals Nonstandard Work Schedules, Family Dynamics, and Mother–Child Interactions During Early Childhood

2016 ◽  
Vol 39 (4) ◽  
pp. 985-1007 ◽  
Author(s):  
Kate C. Prickett
Keyword(s):  
Early Childhood ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Work Schedules ◽  
Supportive Parenting ◽  
Nonstandard Work ◽  
Nonstandard Schedules ◽  
Nationally Representative ◽  
Outcomes For Children ◽  
Nonstandard Work Schedules

The rising number of parents who work nonstandard schedules has led to a growing body of research concerned with what this trend means for children. The negative outcomes for children of parents who work nonstandard schedules are thought to arise from the disruptions these schedules place on family life, and thus, the types of parenting that support their children’s development, particularly when children are young. Using a nationally representative sample of two-parent families (Early Childhood Longitudinal Study–Birth cohort, n = 3,650), this study examined whether mothers’ and their partners’ nonstandard work schedules were associated with mothers’ parenting when children were 2 and 4 years old. Structural equation models revealed that mothers’ and their partners’ nonstandard work schedules were associated with mothers’ lower scores on measures of positive and involved parenting. These associations were mediated by fathers’ lower levels of participation in cognitively supportive parenting and greater imbalance in cognitively supportive tasks conducted by mothers versus fathers.

scholarly journals Motivation to Learn at the Intersections of Age, Gender, and Race

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 872-873
Author(s):  
Takashi Yamashita ◽  
Thomas Smith ◽  
Shalini Sahoo ◽  
Phyllis Cummins
Keyword(s):  
Black Women ◽  
Lifelong Learning ◽  
Black Men ◽  
Learning Algorithm ◽  
National Level ◽  
Age Groups ◽  
Optimization Method ◽  
Policy Implications ◽  
Motivation To Learn ◽  
Gender And Race

Abstract Continuing adult education and training, or lifelong learning, has become increasingly important to fully engage in rapidly changing technology and information-rich societies. However, without motivation to learn (MtL), lifelong learning participation is unlikely to occur. Although previous research has identified lifelong learning gaps by various demographic characteristics, including age, gender, and race/ethnicity, little is known about the intersectionality or differences in MtL across specific sub-groups (e.g., older Black women vs. older Black men) at the national level. The current study analyzed U.S. data from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) to examine MtL at the intersections of age (five 10-year age groups), gender (women vs. men), and race (White vs. Black). The previously established 4-item latent MtL construct was evaluated for twenty sub-groups using the alignment optimization method, which is a machine learning algorithm for latent mean estimation and simultaneous multiple group comparisons. Results showed that the latent MtL construct was validly measured across the sub-groups, and the estimated sub-group means were then used to develop a national MtL profile. Overall, older adults tended to have lower MtL than younger age groups. Notably, compared to than older Black men age 66+ years, older White men aged 55-65 and 66+ years old had lower MtL (latent mean differences of -0.29 and -0.41, respectively, p < .05). Additionally, older Black women had significantly lower MtL than older Black men (latent mean difference = -0.50, p < .05). The national MtL profiles, the intersectionality and policy implications were discussed.

Country-level firearm availability and terrorism: A new approach to examining the gun-crime relationship

2021 ◽  
pp. 002242782110462
Author(s):  
Jennifer Varriale Carson ◽  
Rick Dierenfeldt ◽  
Daren Fisher
Keyword(s):  
Structural Equation ◽  
Positive Relationship ◽  
Structural Equation Models ◽  
Terrorist Attacks ◽  
New Approach ◽  
Country Level ◽  
Firearm Availability ◽  
Robustness Check ◽  
The U.S

Objectives: This study examines the association between a country's gun availability and firearm-related terrorism. Methods: Employing data from 140 countries, we assess the possible relationship between a country's rate of suicide by firearm and their count of terrorist attacks involving a firearm through a series of structural equation models. Results: Collectively, we find that there is a positive relationship between gun availability and firearm-related terrorism in 2016 and 2017. However, this result fails our robustness check and is sensitive to the inclusion of the U.S. Conclusion: With important caveats, we believe the U.S. to be unique in terms of both gun availability and terrorism.

The contribution of adult personality and recalled parent–child relations to friendships in middle and old age

2007 ◽  
Vol 31 (1) ◽  
pp. 38-48 ◽  
Author(s):  
Vera Heyl ◽  
Marina Schmitt
Keyword(s):  
Personality Traits ◽  
Old Age ◽  
Adult Development ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Age Groups ◽  
Parent Child Relations ◽  
Adult Personality ◽  
Child Relationship ◽  
Parent Child

In this study we examined personality traits, in particular openness to experience and agreeableness, and–in an exploratory step – recalled parent–child relations as antecedents of friendship involvement in adulthood. Data from 392 middle-aged (43–46 years) and 345 older participants (61–64 years) in the first wave of the Interdisciplinary Longitudinal Study of Adult Development (ILSE) support the hypothesis that openness contributes to friendship involvement in middle age, while agreeableness contributes to friendship involvement in old age. Further, structural equation models showed that the relation between recalled mother–child relationship and friendship involvement in older adults was mediated by agreeableness. Recalled father–child relationship was directly associated with friendships in both age groups, independent of personality traits.

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