Motivational Factors and Predictors for Attending a Continuing Education Program for Older Adults |
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| Authors: | Meire Cachioni Tiago Nascimento Ordonez Tha?s Bento Lima da Silva Samila Sathler Tavares Batistoni Mônica Sanches Yassuda Ruth Caldeira Melo |
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| Institution: | 1. Gerontology Department , School of Arts, Sciences and Humanities, University of S?o Paulo , S?o Paulo , Brazil meirec@usp.br;3. Gerontology Department , School of Arts, Sciences and Humanities, University of S?o Paulo , S?o Paulo , Brazil;4. Neurology Department , School of Medicine, University of S?o Paulo , S?o Paulo , Brazil |
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| Abstract: | The objectives were to describe the stated motives of participants who enrolled in a program at the Open University for the Elderly (UnATI, in Portuguese), identify correlations between the stated motives and sociodemographic data, and find a set of predictors related to the listed motives. A total of 306 middle-aged and elderly adults aged 50 or older were surveyed through a sociodemographic questionnaire and a five-item scale to check their motives to enroll in the program. The following motivational factors were identified, in order of importance: enhancing general knowledge, investing in personal development, increasing social interaction, learning more in order to help others, and employing one's free time profitably. Age and years of schooling combined were strong predictors of participants seeking new knowledge. Being single and not retired was correlated with the motive Investing in Personal Development. Having attended elementary school only and being married was closely correlated to the motive Increasing Social Interaction. Employing One's Free Time Profitably was associated with single or widowed individuals with family income between 3.1 and 4.0 times the minimum wage. As for Learning More in Order to Help Others, no predictors were found for this motive. It was found that participants seek to satisfy a desire to learn/ know more, to be up-to-date, to exercise their rights as citizens, and to play an active role in society. Our data suggest that these are the assumptions that drive middle-aged and elderly adults to look for various types of educational programs. |
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