Internet/E-Mail Usage and Well-Being among 65-84 Year Olds in New Zealand: Policy Implications

Autor/inn/en	Koopman-Boyden, Peggy G.; Reid, Sarah L.
Titel	Internet/E-Mail Usage and Well-Being among 65-84 Year Olds in New Zealand: Policy Implications
Quelle	In: Educational Gerontology, 35 (2009) 11, S.990-1007 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
Schlagwörter	Older Adults; Electronic Mail; Well Being; Computer Mediated Communication; Gender Differences; Age Differences; Educational Attainment; Family Structure; Income; Employment Level; Correlation; Leisure Time; Recreational Activities; Leadership; Public Policy; Foreign Countries; Internet; Telephone Surveys; New Zealand + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Elektronischer Briefkasten; Well-being; Wellness; Wohlbefinden; Computerkonferenz; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Familienkonstellation; Familiensystem; Einkommen; Beschäftigungsgrad; Korrelation; Freizeit; Freizeitgestaltung; Führung; Führungsposition; Öffentliche Ordnung; Ausland; Telephone interview; Telefoninterview; Neuseeland
Abstract	Research indicates that significant groups of older people are using Internet/e-mail technology. Using data from a 2007 random sample of 1,680 New Zealanders aged 65-84, predictors of Internet/e-mail usage and the impact of usage on well-being were investigated. Gender, age, education, household composition, income, and work were significant predictors of Internet/e-mail usage. Significant positive relationships were also found between Internet/e-mail usage, self-rated health, leisure/recreation participation and leadership, and well-being. These research findings suggest that public policies should encourage older people to adopt Internet/e-mail technology to ensure continued participation, learning, and well-being throughout later years. (Contains 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10