Nonformal learning and well-being among older adults: Links between participation in Swedish study circles, feelings of well-being and social aspects of learning
Nonformal learning and well-being among older adults: Links between participation in Swedish study circles, feelings of well-being and social aspects of learning
复制标题
DOI：
10.1080/03601277.2016.1139972
复制
发表时间：
2016-01-01
影响因子：
1.5
通讯作者：
Aberg, Pelle
中科院分区：
文献类型：
--
作者：
Aberg, Pelle
参与非正式学习如何影响老年人的自我幸福感？本文通过对参加瑞典学习圈的65岁或65岁以上的人的研究来探讨这个问题。分析的数据包括一个全国性的调查研究圈的参与者。研究结果表明，参加学习圈对老年人的福祉有有益的影响。正如所料，参与者声称他们的知识和技能有所增加;但主要的调查结果是参与非正规学习活动的社会层面的重要性。学习圈内的联谊既是参与的重要动机，也是参与的重要成果。然而，这并不是以获取新知识为代价的。相反，这两个方面可以相互加强。非正规环境似乎提供了一个对老年人的福祉有积极影响的环境。他们通过培养归属感和成为团契一部分的机会来做到这一点，这可能有助于避免社会孤立和孤独。
How does participation in nonformal learning influence the self-perceived well-being among older adults? This article looks into that issue through a study of people aged 65 years or older who have participated in Swedish study circles. The data analyzed consists of a nation-wide survey of study circle participants. The results show that there are beneficial effects from participating in study circles for the well-being of older adults. As could be expected, participants claim that their knowledge and skills have increased; but the main finding is the importance of the social dimension of participating in nonformal learning activities. The fellowship created in study circles is both an important motive for participation and an important outcome of having participated. This, however, is not at the expense of gaining new knowledge. Rather, the two dimensions may strengthen each other. Nonformal settings appear to provide an environment that has positive effects on the well-being of older adults. They do this by fostering a sense of belonging and the opportunity to be part of a fellowship that may work as an aid in avoiding social isolation and loneliness.