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 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 Mortality Attributable to Obesity Among Middle-Aged Adults in the United States

Demography ◽  
2009 ◽  
Vol 46 (4) ◽  
pp. 851-872 ◽  
Author(s):  
Neil K. Mehta ◽  
Virginia W. Chang
Keyword(s):  
United States ◽  
The United States ◽  
Middle Aged ◽  
Middle Aged Adults

scholarly journals Combined Effects of Race and Socioeconomic Status on Cancer Beliefs, Cognitions, and Emotions

Healthcare ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 17 ◽  
Author(s):  
Shervin Assari ◽  
Pegah Khoshpouri ◽  
Hamid Chalian
Keyword(s):  
Socioeconomic Status ◽  
Educational Attainment ◽  
Low Income ◽  
Perceived Risk ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Racial Gap ◽  
Cancer Beliefs ◽  
Risk Of Cancer

Aim: To determine whether socioeconomic status (SES; educational attainment and income) explains the racial gap in cancer beliefs, cognitions, and emotions in a national sample of American adults. Methods: For this cross-sectional study, data came from the Health Information National Trends Survey (HINTS) 2017, which included a nationally representative sample of American adults. The study enrolled 2277 adults who were either non-Hispanic Black (n = 409) or non-Hispanic White (n = 1868). Race, demographic factors (age and gender), SES (i.e., educational attainment and income), health access (insurance status, usual source of care), family history of cancer, fatalistic cancer beliefs, perceived risk of cancer, and cancer worries were measured. We ran structural equation models (SEMs) for data analysis. Results: Race and SES were associated with perceived risk of cancer, cancer worries, and fatalistic cancer beliefs, suggesting that non-Hispanic Blacks, low educational attainment and low income were associated with higher fatalistic cancer beliefs, lower perceived risk of cancer, and less cancer worries. Educational attainment and income only partially mediated the effects of race on cancer beliefs, emotions, and cognitions. Race was directly associated with fatalistic cancer beliefs, perceived risk of cancer, and cancer worries, net of SES. Conclusions: Racial gap in SES is not the only reason behind racial gap in cancer beliefs, cognitions, and emotions. Racial gap in cancer related beliefs, emotions, and cognitions is the result of race and SES rather than race or SES. Elimination of racial gap in socioeconomic status will not be enough for elimination of racial disparities in cancer beliefs, cognitions, and emotions in the United States.

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