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The effects of learning on wellbeing on older adults in England
Author(s)Andrew Jenkins, Tarek Mostafa
Journal titleAgeing and Society, vol 35, no 10, November 2015
PublisherCambridge University Press, November 2015
Pagespp 2053-2070
Sourcejournals.cambridge.org/aso
KeywordsLearning capacity ; Adult Education ; Well being ; Longitudinal surveys ; England.
AnnotationThere is growing interest in factors which can contribute to the well-being of older adults. Participation in learning could have beneficial effects, but to date research on the benefits of learning has tended to focus on young people or those in mid-life; and there is currently little evidence on the impact of learning on older adults' well-being. This paper provides new, quantitative evidence on the relationship between older adults' participation in learning and their well-being. This study used data from the English Longitudinal Study of Ageing (ELSA), a continuing, longitudinal survey of older adults. To measure well-being, the authors used the CASP-19 instrument, a subjective well-being measure which is available at all waves of the ELSA survey. Respondents were asked about four types of learning activity: obtaining qualifications; attendance at formal education/training courses; membership of education, music or arts groups or evening classes; and membership of sports clubs, gym and exercise classes. To take account of unobservable factors which might influence well-being, the authors applied fixed effects panel regressions to four waves of ELSA data. Learning was associated with higher well-being after controlling for a range of other factors. Evidence was found that more informal types of learning were associated with higher well-being. There was no evidence that formal education or training courses were associated with higher well-being. (RH).
Accession NumberCPA-151009201 A
ClassmarkDE: GP: D:F:5HH: 3J: 82

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