Cognitive Curiosity and Third Age Lifelong Learning

Autor/in	Loy, Dennis E.
Titel	Cognitive Curiosity and Third Age Lifelong Learning
Quelle	(2018), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Regent University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-9586-5
Schlagwörter	Hochschulschrift; Dissertation; Personality Traits; Lifelong Learning; Older Adults; Motivation; Epistemology; Adult Students; Student Interests; Recreational Activities; Recreational Reading; Informal Education; Self Concept; Self Evaluation (Individuals); Gender Differences; Prior Learning; Retirement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Life-long learning; Lebenslanges Lernen; Älterer Erwachsener; psychologische; Motivation (psychologisch); Erkenntnistheorie; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studieninteresse; Freizeitgestaltung; Häusliche Lektüre; Informelle Bildung; Nichtformale Bildung; Selbstkonzept; Geschlechterkonflikt; Vorkenntnisse; Pensionierung
Abstract	This research undertook to determine what motivates adults to continue learning while other less cognitively strenuous, and admittedly more hedonistic, choices exist. Many older adults desire to seek out and integrate knowledge about their environment, thus improving or stimulating intellectual functioning. Comparative analysis was used to determine if curiosity was a factor in older adults' desire for lifelong learning. Research subquestions were also analyzed to determine if a correlation existed between gender and curiosity in older adults. Lastly, differences between the amount of prior education experiences and curiosity and age of retirement and level of curiosity were studied. Responses from individuals 55 years and older were analyzed using Slater's (2009) Cognitive Curiosity Index (CCI). Slater specifically designed the CCI to better measure and identify cognitive curiosity. He developed and validated a survey that classified curiosity's subcategories of specific-epistemic, diversive-epistemic, specific-perceptual, and diversive-perceptual factors. The instrument was developed from research that identified the four subcategories as a specific type of cognitive curiosity. For example, the CCI identified interest in genealogy as specific epistemic or idle time interest in foods as diversive-perceptual. The survey revealed an overwhelming number (72.23%) self-diagnosed as still involved in formal or informal learning and felt they were extremely curious (96.30%). Slater's CCI corroborated respondents' self-assessment of being curious with high reliability (Cronbach's a = 0.905). Although males scored slightly higher than females in curiosity, the variance was not significant. The influences of prior education and retirement age were not statistically influenced by curiosity. Third age lifelong learners, as the largest growing age group must be able to adapt, adjust, and overcome technological and image challenges. Curiosity is a critical component in overcoming these challenges for third age adults. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01