TY - JOUR
T1 - Assessing the effects of older adult education on subjective well-being
AU - Okun, M. A.
AU - Stock, W. A.
AU - Covey, R. E.
N1 - Funding Information:
This paper was supported in part by funds from the College of Education and Provost's Research Incentive Funds, Arizona State University. The authors wish to thank Dr. G. C. Helmstadter for suggestions on an earlier version of this manuscript.
PY - 1982
Y1 - 1982
N2 - The number of educational programs for older adults is increasing. It has been proposed that older adults maintain or increase their subjective well-being by participating in such programs. Indeed, many educational programs targeted for older adults have objectives that deal with enhancing subjective well-being. However, program evaluations that assess the subjective well-being of participants are infrequent. A literature search located only seven research reports including data on the impact of educational programs on the subjective well-being of older adults. The studies mostly were pre-experimental, contained a variety of outcome measures, and yielded inconclusive results. In this paper, we discuss a global and multidimensional perspective of subjective well-being encompassing the constructs of happiness, morale, and life satisfaction by specifying their location on temporal, cognitive, and affective dimensions. We also point out that current scales used to assess these constructs may be inappropriate, because the content of specific items may be inconsistent with program objectives. Recommendations are offered, in terms of measurement and research design issues, for upgrading the evaluation of educational interventions targeted for older adults.
AB - The number of educational programs for older adults is increasing. It has been proposed that older adults maintain or increase their subjective well-being by participating in such programs. Indeed, many educational programs targeted for older adults have objectives that deal with enhancing subjective well-being. However, program evaluations that assess the subjective well-being of participants are infrequent. A literature search located only seven research reports including data on the impact of educational programs on the subjective well-being of older adults. The studies mostly were pre-experimental, contained a variety of outcome measures, and yielded inconclusive results. In this paper, we discuss a global and multidimensional perspective of subjective well-being encompassing the constructs of happiness, morale, and life satisfaction by specifying their location on temporal, cognitive, and affective dimensions. We also point out that current scales used to assess these constructs may be inappropriate, because the content of specific items may be inconsistent with program objectives. Recommendations are offered, in terms of measurement and research design issues, for upgrading the evaluation of educational interventions targeted for older adults.
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U2 - 10.1080/0360127820080601
DO - 10.1080/0360127820080601
M3 - Article
AN - SCOPUS:0020274954
SN - 0360-1277
VL - 8
SP - 523
EP - 536
JO - Educational Gerontology
JF - Educational Gerontology
IS - 6
ER -