scholarly journals Achievement Goals, Well-Being and Lifelong Learning: A Mediational Analysis

2022 ◽  
Vol 15 (1) ◽  
pp. 89-112
Author(s):  
Riyan Hidayat ◽  
◽  
Zeynab Moosavi ◽  
Hermandra Hermandra ◽  
Zulhafizh Zulhafizh ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Achievement Goals ◽  
Well Being ◽  
Mediational Analysis

scholarly journals Envisioning a McGill University lifelong learning and living (L4) community

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ruth Allan Rigby ◽  
Marlene Chan ◽  
April L. Colosimo
Keyword(s):  
Lifelong Learning ◽  
Health Care Professionals ◽  
Interdisciplinary Collaboration ◽  
Learning Experience ◽  
Well Being ◽  
World Health ◽  
Individual Student ◽  
The Usa ◽  
Intellectual Capacity ◽  
The Impact

Lifelong learning and cognitive resilience are integral to a changing 21st century education paradigm for learners of all ages, as they are for health and well being of the individual student and wider community. Neuroscience in particular is continually making inroads on the impact that learning has on the brain and the interrelationships between body and mind that help to maintain physical and intellectual capacity over a lifetime. There is a long-standing community dedicated to sustainable lifelong learning on campus, the McGill Community for Lifelong Learning (MCLL). There are also worldwide efforts underway to promote lifelong learning in the context of age friendly cities under the auspices of UNESCO and the World Health Organization. Moreover, the international network of Age Friendly Universities, Lifelong Learning Institutes and over 200 University Based Retirement Communities (UBRCs) in the USA offer resources, guidelines, operating principles and research for building unique and innovative local responses to the changing demographics, increased cultural diversity and technological changes in education futures for learners in a given community. The poster will highlight national and international research initiatives and networks to enhance well-being and mental health through lifelong learning.Different L4 community options will be explored, building on MCLL’s peer learning experience over the past 27 years. It will reflect opportunities for interdisciplinary collaboration with university and wider Montreal community stakeholders, including health care professionals, caregivers, and educators.The poster will demonstrate that a lifelong learning approach to whole person care has the potential to be transformative. 

scholarly journals Social Determinants and Disparities in Active Aging Among Older Taiwanese

2019 ◽  
Vol 16 (16) ◽  
pp. 3005
Author(s):  
Hui-Chuan Hsu ◽  
Jersey Liang ◽  
Dih-Ling Luh ◽  
Chen-Fen Chen ◽  
Ying-Wei Wang
Keyword(s):  
Physical Activity ◽  
Cognitive Impairment ◽  
Lifelong Learning ◽  
Social Determinants ◽  
Rural Areas ◽  
Urban Areas ◽  
Well Being ◽  
Information And Communications Technology ◽  
Active Aging ◽  
Severe Cognitive Impairment

This study assesses equity in active aging across social determinants among older Taiwanese. The data were collected from face-to-face interviews with adults aged 55 years or more in Taiwan in 2017 (n = 738). A total of 30 individual-level Taiwan active aging indicators were chosen, and the relationship between social determinants and active aging indicators were analyzed by logistic regression models. Women were more likely to participate in volunteering and other social groups and in lifelong learning activities, whereas men were more likely to be employed, to engage in physical activity, to feel safe from violence, and to use preventive care. Higher education was related to higher employment, social participation, independent living, lifelong learning, and a lower likelihood of poverty and severe cognitive impairment. Those living in rural areas were more likely to be employed, perform physical activity, feel physically safe, have better mental well-being, and have higher social respect and social integration ratings, whereas living in urban areas was related to greater access to medical care, owning assets, less severe cognitive impairment, greater likelihood of using information and communications technology, higher level of education, and higher access to convenient transportation. The significant disparities that exist in active aging may suggest inequality.

scholarly journals The Necessity of Creativity Development in Adult Learners for Lifelong Learning

2012 ◽  
Vol 2 (4) ◽  
pp. 170
Author(s):  
Kuan Chen Tsai
Keyword(s):  
Adult Learners ◽  
Lifelong Learning ◽  
Creative Thinking ◽  
Well Being ◽  
Adult Educators ◽  
Psychological States ◽  
Creative Achievement ◽  
Age Related ◽  
Adult Pedagogy

Attaining a creative achievement is not a one-shot affair; it is instead a life span trajectory. This necessity implies that creative action is a lifelong learning. The concept of creativity has been well documented in the literature. Research illustrated that creativity activities could enrich psychological states of adults, which in turn improves quality of life and well being. Therefore, it is hypothesized that, especially for adult educators, the conceptualization of creativity could serve as a useful adult pedagogy to promote lifelong learning in adults. Being equipped with creative thinking, adults could compensate for or accommodate the unavoidable age-related losses, which in turn explore their unfinished journeys with satisfaction.

scholarly journals Positive Impact of Professionalism on the Perception of Global Well-Being: A Study in Healthcare Professionals Starting Their First Working Experience in Peruvian Rural Areas

2020 ◽  
Vol 8 ◽  
Author(s):  
Humberto López-Morales ◽  
Edgar Rivera-Diaz ◽  
Andrew Ore-Zuñiga ◽  
Angel Vera-Portilla ◽  
Montserrat San-Martín ◽  
...  
Keyword(s):  
Regression Model ◽  
Lifelong Learning ◽  
Multiple Regression ◽  
Rural Areas ◽  
General Health ◽  
Collaborative Work ◽  
Well Being ◽  
Multiple Regression Model ◽  
Public Healthcare ◽  
Global Perception

Introduction: In Peru, recently graduated physicians and nurses who are willing to start working in the public healthcare system, first have to work in their newly acquired profession in the programme denominated “Servicio Rural Urbano y Marginal de Salud” (SERUMS). The SERUMS programme is a 1-year contract in rural areas of the country. The aim of this study was to confirm the following hypothesis: the development of abilities associated to professionalism has a positive effect on the perception of global well-being in the professionals beginning SERUMS.Material and methods: In the study two cohorts of medical and nursing professionals that started SERUMS in 2017 and 2019 were included. The perception of global well-being and general health condition were measured with the Scale of Life Satisfaction (SWLS) and the General Health Questionnaire (GHQ-28), respectively. Professionalism was measured using Jefferson's scales of empathy (JSE), teamwork (JSAPNC), and lifelong learning (JeffSPLL). An analysis in phases using the R language was applied to develop a multiple regression model that would explain the lineal relationship between the global perception of well-being and the studied variables.Results: The study sample included 303 professionals (108 men and 195 women) with a mean age of 26 years, ranging from 22 to 39 years (SD = 4). Based on their profession, 230 were medical doctors and 67 were nurses. The multiple regression model evidenced that age (p < 0.001), social dysfunction (p < 0.001), severe depression (p < 0.001), and inter-professional collaborative work abilities (p < 0.001) explain 38% of the variability in the global perception of well-being. Moreover, a second model explained 44% of the variability in the inter-professional collaborative work abilities based on a lineal relationship with empathy (p < 0.001), lifelong learning (p < 0.001), and future professional orientation (p = 0.01). Both models complied with the necessary conditions for statistic inference and showed large effect sizes.Conclusions: These findings confirm that professionalism has an important role in improving the global well-being of the professionals initiating SERUMS. This influence is direct in the case of inter-professional collaborative work, whereas it is indirect in the case of empathy and lifelong learning.

scholarly journals Performance-approach goals: the operationalization makes the difference

2020 ◽  
Author(s):  
Linda Wirthwein ◽  
Ricarda Steinmayr
Keyword(s):  
Achievement Goals ◽  
Mother Tongue ◽  
Well Being ◽  
Self Concept ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
School Grades ◽  
Confirmatory Factor ◽  
The Difference ◽  
Approach Goals

AbstractThe operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.

Psychological Trends in the Achievement Goals of College and University Athletes

2020 ◽  
Vol 24 (4) ◽  
pp. 468-476
Author(s):  
Ching-Lun Wei ◽  
Wei-Jen Chen ◽  
Michael Tian-Shyug Lee ◽  
Tsung-Kuo Tien-Liu ◽  
◽  
...  
Keyword(s):  
Achievement Goals ◽  
Well Being ◽  
Achievement Goal ◽  
Sample Survey ◽  
Psychological Well Being ◽  
Harmonious Passion ◽  
Obsessive Passion ◽  
College And University ◽  
Task Avoidance ◽  
University Athletes

Objectives: This study aimed to validate the application of the 3 × 2 achievement goal model in sports. Motivations: In order to offer new perspectives on achievement goals, this study explores 3 × 2 achievement goals used in competitive sports, and the prediction of passion and psychological well-being for sports. Methods: The study sample consists of 406 college and university athletes, including 230 males and 176 females. Average age of the subjects was 20.34 years. Average length of years of sports participation was 8.23 years. Data were collected with a questionnaire that incorporated a 3 × 2 achievement goal scale, a sports passion scale, and the Psychological Well-Being Scale. Statistical Methods: Data were analyzed using descriptive statistics for fuzzy data, fuzzy correlation coefficients, and fuzzy regression models. Finding: 1. There was a correlation between every two of task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance, harmonious passion, obsessive passion, and psychological well-being. 2. Among college and university athletes, task-approach and self-approach positively influence harmonious passion; task-approach, self-approach, other-approach, and other-avoidance positively influence obsessive passion; task-avoidance negatively influences obsessive passion; task-approach and self-approach positively influence psychological well-being, and task-avoidance negatively influences psychological well-being. Innovations: Use of the 3 × 2 achievement goal scale is applicable to college sportsmen in Taiwan, and the research method uses fuzzy statistical analysis, which breaks through the barriers of traditional psychological survey methods, and will improve the research quality of the sample survey. This study provides new techniques for research on psychological trends in sports. Value: In the future, coaches and athletes should focus on task-approach and self-approach goals in order to enhance the college or university athletes’ harmonious passion for a positive impact on their psychological well-being when they engage in sports through their own free will.

scholarly journals Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

2008 ◽  
Vol 30 (3) ◽  
pp. 302-322 ◽  
Author(s):  
James W. Adie ◽  
Joan L. Duda ◽  
Nikos Ntoumanis
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Cognitive Appraisals ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
Sport Competition ◽  
Threat Appraisals ◽  
Challenge And Threat ◽  
And Performance

Grounded in the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes’ welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage = 24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

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