Investigating Social Networks of Older Singaporean Learners: A Mixed Methods Approach

Autor/in	Ko, Pei-Chun
Titel	Investigating Social Networks of Older Singaporean Learners: A Mixed Methods Approach
Quelle	In: Educational Gerontology, 46 (2020) 4, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ko, Pei-Chun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2020.1726595
Schlagwörter	Social Networks; Older Adults; Foreign Countries; Lifelong Learning; Aging (Individuals); Learning Motivation; Network Analysis; Correlation; Spouses; Parent Child Relationship; Gender Differences; Family Relationship; Social Environment; Social Support Groups; Educational Opportunities; Singapore + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Älterer Erwachsener; Ausland; Life-long learning; Lebenslanges Lernen; Aging; Altern; Motivation for studies; Lernmotivation; Netzplantechnik; Korrelation; Ehepartner; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Soziales Umfeld; Social support; Soziale Unterstützung; Bildungsangebot; Bildungschance; Singapur
Abstract	Lifelong learning is regarded as an important channel in promoting active engagement in later life for aging societies. While most studies depict older learners as a group resilient to engaging in lifelong learning, few have addressed the impacts of their social networks on their participation. Drawing on the nationwide lifelong learning program in Singapore, the study explores the extent older Singaporean adults' social networks influence their involvement in learning courses and illustrates how those networks matter to their motivations. A mixed methods approach consisting of two network instruments (Name Generator and Position Generator) and in-depth interviews based on 30 older Singaporeans (between 50 and 79 years old) were employed. The findings demonstrated that primary family members (spouse and children) were key discussants for older learners, but the narratives showed only children were key supporters. For female learners, husbands' support could be limited. Such a gender difference was revealed in overlap networks among couples, with male learners receiving greater positive support from their wives. Furthermore, the results showed that single or widowed learners had more non-kin members and diverse network resources, which reflect in their discourses of being highly motivated and active in spreading news of courses. To conclude, the study delivered deeper understandings of how diverse social contexts influence older learners' motivations. Future research shall continue to focus on variations of network characteristics and network resources to improve the understanding of how significant others and accessible network resources provide social support or opportunities for older learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01