Learning from childhood to mature adulthood: what makes people want ‘to learn to learn’ and keep on learning?

O'Dowd, Mina

doi:10.1080/03057920500212639

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…These differences may arise from differences in initial self-confidence and in previous educational experience and learning skills. O'Dowd (2005) found that self-esteem formed in school had great influence on later engagement in education, more so than either father's educational background or the level of qualification on leaving school. It is therefore likely that many older people who enrol onto a study programme are already relatively confident.…”

Section: Wider Reasons and Benefitsmentioning

confidence: 98%

Higher education study in later life: what is the point?

Jamieson

2007

Ageing and Society

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This article reports a study of older people in higher education, their socio-economic characteristics and the motivations and reported benefits of their studies. Whilst research on older learners is growing, particularly the benefits of the learning process itself, little is known about those who engage in higher education study. The findings are reported of a survey of graduates from the two UK higher education institutions that specialise in part-time study provision. The study population is distinctive in two respects: their participation in the accreditation process and that they complete with a formal qualification. It is shown that, whilst a sizable proportion of the middle-aged and older students are well-off and well educated, there is also considerable heterogeneity and that many are making up for opportunities lost earlier in life. A substantial proportion of the ‘middle-aged’ graduates still saw qualifications as a pathway to enhanced employment opportunities, whereas the older graduates placed more weight on wider benefits. The qualification was seen as an important aspect of their chosen study. Using the responses to qualitative interviews, the article explores the role of the qualification in the lives of the older graduates, and illustrates how this particular kind of study is an element of their strategies to manage the transition from work to retirement, and to make life in retirement more meaningful.

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Section: Wider Reasons and Benefitsmentioning

confidence: 98%

Higher education study in later life: what is the point?

Jamieson

2007

Ageing and Society

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“…Childhood environmental factors (e.g., socioeconomic, family background, experience) are strong predictors of occupational status and choice over one's lifespan (DiRago & Vaillant, 2007;Shah et al, 2004). Household income, parental education/occupation, and other life conditions and experiences are strongly related to one's continuing education and learning capacity (Gorard, Rees, Fevre, & Welland, 2001;O'Dowd, 2005). Family income determines living environment, quality of child care, learning opportunities, economic pressure, and parent-child relationships (Duncan & Brooks-Gunn, 2000).…”

Section: The Dynamics Of Childhood Povertymentioning

confidence: 99%

The Impact of Childhood Deprivation on Employees’ Capacity to Perform at Work and Organizational Well-Being

Chuang

2017

Perf. Improv.

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This article raises awareness and offers a conceptual framework for the effects of childhood deprivation on adult employees’ performance, as well as organizational and societal well‐being. It provides a comprehensive set of physiological and psychological development‐related variables on childhood deprivation with propositions and practical implication. By examining the nature and causes of childhood deprivation, emotional limitations associated with adult workers’ disruptive attitude, behavior, and performance can be better interpreted and improved.

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