Pub Date : 2022-10-15DOI: 10.1177/14779714221135360
M. Osborne
This bumper issue begins with fi ve articles, all concerned with adult learning and the impacts of COVID-19. As Osborne (2022, p. 95) has reported, ‘ Novel pedagogical approaches to ensure against learning loss, particularly using digital approaches and concomitant support for teachers and parents, have become commonplace during the COVID-19 pandemic ’ . However less attention has been given to potential learning loss experienced by adults; these articles are therefore a welcome contribution to debates concerning the effect of the pandemic. They explore respectively e-learning experiences and gender effects in Ghana ( Olivia Kwapong ), mature student experiences in the UK (Damien Homer), part-time learner satisfaction in Malta ( Luke Anthony Fiorini, Anna Borg and Manwel Debono ) organisational learning in Finland ( Ilpo Laitinen and Jarkko Ihalainenn ) and issues of mental health and well-being in the US ( Katrina Ru fi no, Stephanie Babb, Ruth Johnson ). Issues of health and well-being are a continuing theme in two other articles in this issue. Denise Calhoun ’ s focus concerns the role of education as a potential approach to halting or delaying cognitive decline in older adults. And in a Higher Education context, Anna Sverdlik, Sonia Rahimi and Robert Vallerand consider ‘ the role of passion in adult university students ’ self-regulated learning and psychological well-being ’ and ‘ the process by which passion shapes these out-comes ’ , amongst older, mainly, US undergraduate students. They report two quantitative studies, and suggest two distinct trajectories for students with regard to academic and personal outcomes, one harmonious, another with more negative outcomes.Otherarticles in the issue also concern higher education as a domain of study at various points in the pathway to progression. Cyril Mbeau - ache,
本期杂志从五篇文章开始，所有文章都涉及成人学习和新冠肺炎的影响。正如奥斯本（2022，第95页）所报告的，“在新冠肺炎大流行期间，确保防止学习损失的新教学方法，特别是使用数字方法和对教师和家长的伴随支持，已经变得司空见惯”。然而，人们对成年人潜在的学习损失关注较少；因此，这些文章对有关疫情影响的辩论是一个值得欢迎的贡献。他们分别探讨了加纳的电子学习经历和性别影响（Olivia Kwapong）、英国的成熟学生经历（Damien Homer）、，马耳他的兼职学习者满意度（Luke Anthony Fiorini、Anna Borg和Manwel Debono）芬兰的组织学习（Ilpo Laitinen和Jarkko Ihalainen）以及美国的心理健康和幸福问题（Katrina Ru fi no、Stephanie Babb、Ruth Johnson）。健康和福祉问题是本期另外两篇文章的主题。Denise Calhoun关注的是教育作为阻止或延缓老年人认知能力下降的潜在方法的作用。在高等教育背景下，Anna Sverdlik、Sonia Rahimi和Robert Vallerand考虑了“激情在成年大学生自我调节学习和心理健康中的作用”，以及“激情塑造这些的过程”，主要是在年长的美国本科生中。他们报告了两项定量研究，并提出了学生在学业和个人成绩方面的两种不同轨迹，一种是和谐的，另一种是消极的。该问题中的其他问题也涉及高等教育作为一个研究领域，在通往进步的道路上处于不同的阶段。Cyril Mbeau-ache，
{"title":"Editorial – COVID-19 responses in adult education, and life beyond","authors":"M. Osborne","doi":"10.1177/14779714221135360","DOIUrl":"https://doi.org/10.1177/14779714221135360","url":null,"abstract":"This bumper issue begins with fi ve articles, all concerned with adult learning and the impacts of COVID-19. As Osborne (2022, p. 95) has reported, ‘ Novel pedagogical approaches to ensure against learning loss, particularly using digital approaches and concomitant support for teachers and parents, have become commonplace during the COVID-19 pandemic ’ . However less attention has been given to potential learning loss experienced by adults; these articles are therefore a welcome contribution to debates concerning the effect of the pandemic. They explore respectively e-learning experiences and gender effects in Ghana ( Olivia Kwapong ), mature student experiences in the UK (Damien Homer), part-time learner satisfaction in Malta ( Luke Anthony Fiorini, Anna Borg and Manwel Debono ) organisational learning in Finland ( Ilpo Laitinen and Jarkko Ihalainenn ) and issues of mental health and well-being in the US ( Katrina Ru fi no, Stephanie Babb, Ruth Johnson ). Issues of health and well-being are a continuing theme in two other articles in this issue. Denise Calhoun ’ s focus concerns the role of education as a potential approach to halting or delaying cognitive decline in older adults. And in a Higher Education context, Anna Sverdlik, Sonia Rahimi and Robert Vallerand consider ‘ the role of passion in adult university students ’ self-regulated learning and psychological well-being ’ and ‘ the process by which passion shapes these out-comes ’ , amongst older, mainly, US undergraduate students. They report two quantitative studies, and suggest two distinct trajectories for students with regard to academic and personal outcomes, one harmonious, another with more negative outcomes.Otherarticles in the issue also concern higher education as a domain of study at various points in the pathway to progression. Cyril Mbeau - ache,","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44834490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.1177/14779714221131893
Piseth Neak, Suwithida Charungkaittikul
This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.
{"title":"Guidelines to enhance community participation in community learning Centers in the kingdom of Cambodia","authors":"Piseth Neak, Suwithida Charungkaittikul","doi":"10.1177/14779714221131893","DOIUrl":"https://doi.org/10.1177/14779714221131893","url":null,"abstract":"This research aims to (1) study the current state and needs of the community to enhance participation in community learning centers (CLCs) in Cambodia, and (2) consider the required coverage of guidelines to enhance community participation in CLCs. The research utilized a mixed-method design which conducted a survey with a sample of 28 CLC committee members and 197 community people using stratified random sampling. The quantitative data were analyzed through means [Formula: see text], standard deviation (SD), and Priority Need Index Modified (PNImodified). The in-depth interviews and Likert-scale questionnaires have been conducted with the experts to clarify and confirm the guidelines’ item validity and feasibility. The research found there were few practices and activities of CLC committee members and community people in CLCs as current states are at moderate levels ([Formula: see text] = 2.64, SD = 0.67). Whereas, there was a great demand from CLC committee members and community people to enhance their participation in CLCs as their desirable needs were at a high level ([Formula: see text] = 4.41, SD = 0.66). This study suggests requirements for guidelines which will enhance community participation in CLCs in Cambodia comprising of vision, goals, and guidelines that aim to transform CLCs to become lifelong learning centers by 2030.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.1177/14779714221131831
Maria Arriaza Hult
This article interprets how five left-leaning parties in Sweden and Spain intend to politically socialise their members through the use of educational activities. By applying a framing perspective on interviews with leading party representatives from the five parties, the analysis theoretically illuminates how educational activities can be a tool for mobilisation. While the interviewed party representatives stress that educating their members has several functions for a party, three salient frames about party education are identified in the interview data as follows: education as (i) movement building, (ii) training members and leaders and (iii) deliberative reflection. Categorising the different ways that in which education is understood shows how different political motives are integrated into parties’ education. Hence, the findings emphasise the intermediating role that education plays between a party organisation and its members in left parties.
{"title":"Educating the left – framing party education in Sweden and Spain","authors":"Maria Arriaza Hult","doi":"10.1177/14779714221131831","DOIUrl":"https://doi.org/10.1177/14779714221131831","url":null,"abstract":"This article interprets how five left-leaning parties in Sweden and Spain intend to politically socialise their members through the use of educational activities. By applying a framing perspective on interviews with leading party representatives from the five parties, the analysis theoretically illuminates how educational activities can be a tool for mobilisation. While the interviewed party representatives stress that educating their members has several functions for a party, three salient frames about party education are identified in the interview data as follows: education as (i) movement building, (ii) training members and leaders and (iii) deliberative reflection. Categorising the different ways that in which education is understood shows how different political motives are integrated into parties’ education. Hence, the findings emphasise the intermediating role that education plays between a party organisation and its members in left parties.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-06DOI: 10.1177/14779714221125494
Zan Chen, I. Murphy
This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the Covid-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.
{"title":"Domain and pedagogical competency and currency: A framework for capability development of adult educators","authors":"Zan Chen, I. Murphy","doi":"10.1177/14779714221125494","DOIUrl":"https://doi.org/10.1177/14779714221125494","url":null,"abstract":"This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the Covid-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48967075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14779714221123603
Moses Njenga
Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.
{"title":"Teacher Participation in Continuing Professional Development: A Theoretical Framework","authors":"Moses Njenga","doi":"10.1177/14779714221123603","DOIUrl":"https://doi.org/10.1177/14779714221123603","url":null,"abstract":"Given its importance and value in ensuring quality education, the Continuing Professional Development (CPD) of teachers draws significant attention from researchers. Research has thus focused on teachers’ CPD practices and the factors influencing those practices. However, a broad theoretical framework that relates teacher CPD participation factors to teacher characteristics and explains their interaction and the resultant CPD practices is yet to be developed. To address this gap, this article reviews literature on teacher CPD and synthesizes an empirically testable theoretical framework. The article begins by adopting a wide definition of teacher CPD as all learning that teachers undertake to improve their professional competencies, and proceeds to identify the essential aspects of teacher CPD and the factors that influence teachers’ participation in CPD. An analysis of the literature leads to the conclusion that teacher CPD is a context bound and goal-oriented learning activity, characterized by multiple aims, content, learning methods. By viewing teachers as adult learners and rational choice takers, principles of Adult Education Theory and propositions of the Rational Choice Theory are then used to explain the interaction of the factors and observed CPD practices. The article concludes by presenting several hypotheses and methodological implications arising from the framework.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47301291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.1177/14779714221079367
I. Laitinen, J. Ihalainen
This study examines learning in an exceptional situation. The study was carried out during the 2020 COVID-19 pandemic, when the organisations’ operations changed suddenly as the crisis broke out. The aim of the study is to structure activities during the crisis and the learning related to the adaptation of organisations. The study compares organisational learning in two different types of organisations, one in the health care sector and the other in the social construction and property sector.
{"title":"Organisational learning during the coronavirus pandemic: A case study on models for extended learning and complexity management","authors":"I. Laitinen, J. Ihalainen","doi":"10.1177/14779714221079367","DOIUrl":"https://doi.org/10.1177/14779714221079367","url":null,"abstract":"This study examines learning in an exceptional situation. The study was carried out during the 2020 COVID-19 pandemic, when the organisations’ operations changed suddenly as the crisis broke out. The aim of the study is to structure activities during the crisis and the learning related to the adaptation of organisations. The study compares organisational learning in two different types of organisations, one in the health care sector and the other in the social construction and property sector.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48731776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-02DOI: 10.1177/14779714221105912
A. Phan
This article reports a study that investigated Vietnamese doctoral students’ motivations to pursue their doctoral study outside their home country. Analyses of in-depth interviews with 19 participants revealed what made a PhD abroad imaginable to them, thus revealing the motivational factors for Vietnamese doctoral students to sojourn for their academic undertakings, including professional requirement and academic development, life enrichment and self-exploration, prior transnational experiences and funding availability. Using the conceptual tools of imagination and capacity to aspire, the study highlights not only the capacity to navigate the horizons of aspirations of Vietnamese doctoral students but also the unevenness of imaginative spaces among them. Going beyond the push-pull framework or the traditional binary of external-internal motivation, this study, with a particular focus on imagination and aspiration, emphasises the capacity of the doctoral students and the socio-cultural context that made a PhD abroad a possibility for them. It further illuminates how their capacity to aspire was different from one another, leading to dissimilarities in their imaginative space and maps of horizons.
{"title":"Why overseas? Vietnamese doctoral students’ motivations for a doctoral study abroad","authors":"A. Phan","doi":"10.1177/14779714221105912","DOIUrl":"https://doi.org/10.1177/14779714221105912","url":null,"abstract":"This article reports a study that investigated Vietnamese doctoral students’ motivations to pursue their doctoral study outside their home country. Analyses of in-depth interviews with 19 participants revealed what made a PhD abroad imaginable to them, thus revealing the motivational factors for Vietnamese doctoral students to sojourn for their academic undertakings, including professional requirement and academic development, life enrichment and self-exploration, prior transnational experiences and funding availability. Using the conceptual tools of imagination and capacity to aspire, the study highlights not only the capacity to navigate the horizons of aspirations of Vietnamese doctoral students but also the unevenness of imaginative spaces among them. Going beyond the push-pull framework or the traditional binary of external-internal motivation, this study, with a particular focus on imagination and aspiration, emphasises the capacity of the doctoral students and the socio-cultural context that made a PhD abroad a possibility for them. It further illuminates how their capacity to aspire was different from one another, leading to dissimilarities in their imaginative space and maps of horizons.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.1177/14779714221096500
Katerina Tzafilkou, Maria A. Perifanou, A. Economides
The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.
{"title":"Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model","authors":"Katerina Tzafilkou, Maria A. Perifanou, A. Economides","doi":"10.1177/14779714221096500","DOIUrl":"https://doi.org/10.1177/14779714221096500","url":null,"abstract":"The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44074263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1177/14779714221099609
Katrina A. Rufino, Stephanie J. Babb, Ruth M. Johnson
This study examined whether emotion regulation difficulties and resilience in college students moderated changes in mental health over the course of the COVID-19 pandemic. Participants (N = 321) completed surveys assessing mental health, in addition to levels of emotion dysregulation, and resilience during the pandemic, then utilized an anchoring prompt to recall mental health experiences before the pandemic. Correlations revealed participants with higher levels of emotion dysregulation also reported lower levels of resilience. Analyses using the SPSS Macro MEMORE (Montoya, 2019) revealed participants with higher levels of emotion regulation difficulties had greater increases in depression and insomnia, and greater decreases in well-being over the course of the COVID-19 pandemic, while participants with lower levels of resilience had greater increases in depression, anxiety, and insomnia over the course of the pandemic. These results highlight the importance of additional support services and mental health training at universities to meet college students’ immediate and long-term emotional needs stemming from the pandemic.
{"title":"Moderating effects of emotion regulation difficulties and resilience on students’ mental health and well-being during the COVID-19 pandemic","authors":"Katrina A. Rufino, Stephanie J. Babb, Ruth M. Johnson","doi":"10.1177/14779714221099609","DOIUrl":"https://doi.org/10.1177/14779714221099609","url":null,"abstract":"This study examined whether emotion regulation difficulties and resilience in college students moderated changes in mental health over the course of the COVID-19 pandemic. Participants (N = 321) completed surveys assessing mental health, in addition to levels of emotion dysregulation, and resilience during the pandemic, then utilized an anchoring prompt to recall mental health experiences before the pandemic. Correlations revealed participants with higher levels of emotion dysregulation also reported lower levels of resilience. Analyses using the SPSS Macro MEMORE (Montoya, 2019) revealed participants with higher levels of emotion regulation difficulties had greater increases in depression and insomnia, and greater decreases in well-being over the course of the COVID-19 pandemic, while participants with lower levels of resilience had greater increases in depression, anxiety, and insomnia over the course of the pandemic. These results highlight the importance of additional support services and mental health training at universities to meet college students’ immediate and long-term emotional needs stemming from the pandemic.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1177/14779714221096499
B. Agyekum
Access to higher education is often limited to adults because of their location. This is particularly challenging for adults who live in rural communities and small towns and can lead to unmet expectations. While policy makers have long recognised the potential impact of lifelong education for adults, the educational needs of adults have received relatively less attention. For adults residing in rural areas who rely, more often than not, on distance education, mostly in the form of blended learning there is usually limited access to public universities. For policy makers to respond effectively to the educational needs of the adult population in the rural areas, the first step is to understand the educational barriers of adults living in such areas, particularly as they are constrained with lack of minimal transportation and information communications technology. This paper reports on qualitative research exploring the educational challenges and needs faced by adults in rural areas of Ghana.
{"title":"Adult unmet educational needs: Higher education options amongst adults in rural and small towns in Ghana","authors":"B. Agyekum","doi":"10.1177/14779714221096499","DOIUrl":"https://doi.org/10.1177/14779714221096499","url":null,"abstract":"Access to higher education is often limited to adults because of their location. This is particularly challenging for adults who live in rural communities and small towns and can lead to unmet expectations. While policy makers have long recognised the potential impact of lifelong education for adults, the educational needs of adults have received relatively less attention. For adults residing in rural areas who rely, more often than not, on distance education, mostly in the form of blended learning there is usually limited access to public universities. For policy makers to respond effectively to the educational needs of the adult population in the rural areas, the first step is to understand the educational barriers of adults living in such areas, particularly as they are constrained with lack of minimal transportation and information communications technology. This paper reports on qualitative research exploring the educational challenges and needs faced by adults in rural areas of Ghana.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47272247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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