Relationship Between Readiness For Self-Directed Learning And Life Satisfaction In Older Adults Education

Running head: READINESS FOR SELF-DIRECTED LEARNING AND LIFE

SATISFACTION

Relationship between Readiness for Self-Directed Learning and Life Satisfaction in Older

Adults’ Education

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READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 2

Introduction

Learning at advanced ages is a common phenomenon as people struggle to not only attain

job associated needs but also achieve life satisfaction. Some older adults may have personal

interests, curiosity, need to feel integrated, keep active, and attain pleasure though advanced

learning (Escuder-Mollon, Esteller-Curto, Ochoa, & Bardus, 2013). This gives them personal

motivation to learn as a way of attaining satisfaction. The subject of life satisfaction has been

greatly emphasized in gerontological research over a number of years. Educational researchers

on aging have over time have focused on the physical, economic, psychological, and social status

of the old. They have attempted to draw a link between these factors and the education outcomes

for the older adults. These factors have informed the knowhow of not only the processes but also

the problems that the aging people encounter in learning and hence helped in designing strategies

to increase potential.

On the same note, there has been high interest on self-directed learning in literature about

adult education. The rising interest may be attributed to the establishment of the Self-Directed-

Learning-Readiness-Scale (SDLRS) which is a scale that is developed for the purpose of

measuring the readiness of a person for self-directed learning. However, there is limited research

and previous literature on self-directed learning in the case of older adults. In the 1975 study by

Himstra on learning projects involving older adults, it was discovered that a strong association

exists amid a preference for presumption on the individual mechanism on learning and age

(Hiemstra, 1980). Previous research has further indicated that a positive relationship exists when

age and scores are compared on the SDLRS (Erden & Sahin, 2016). Nevertheless, there are no

publications of subsequent and extensive research which involves the older adults and their

learning at aging status.

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 3

In addition, the issue of comparing life satisfaction and SDLRS in the case of older adults

has been overlooked by previous researchers. Dowden (2008) indicates that life satisfaction can

be achieved and enhanced through learning efforts. If this is the case, then it is necessary to

investigate whether propensity, as well as readiness towards self-directed learning for the case of

older adults, has any connection to life satisfaction measures. Since this area has not been given

considerate emphasis in past research, it serves as a literature gap. In this regard, this proposed

study intends to investigate these relationships and hence address the existing literature gap.

Statement of the problem

The number of older adults in the society is increasing after every single day. These

adults are subjected to a number of challenges that may have impacts on their wellness in various

aspects including their learning process. The hurdles faced by the elderly people have an effect

on their general condition of well-being. The efforts towards self-learning may be of importance

to some adults in overcoming these hurdles. At the same time, such efforts may not work on

other adults and hence the coping process becomes difficult. This presents two areas of departure

for the current investigation. The problem under this investigation may be said to be two-fold as

it is focused on two main issues. First, there is need to explore the concern that a large number of

older adults are faced with challenges whose impact is observed in their general well-being state.

The second part of the problem will be developing a knowhow on the reasons why learning can

help meet individual needs for certain people and fail in others.

In the prior research, it is clear that satisfaction is relative in older adults and individual

propensity and readiness towards learning vary considerably. Nevertheless, the existing literature

has given dismal emphasis on this comparative relationship and hence the dire need to explore it.

The variances (life satisfaction, individual propensity, and readiness to learn) as reflected in the

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 4

previous research works are held at the center of the proposed problem areas in this study. In

case a relationship between being ready for self-learning and life satisfaction is established, then

this will give a leeway to focus on self-directed learning with the lenses of a strategy that is

geared towards enhancing high life quality in people’s lives in their advanced ages.

Purpose and objectives of the study

This study purposes to investigate the manner in which perceptions of older adults as

self-directed learners can be compared to the level of satisfaction that they attribute to their lives.

In order to achieve the stated purpose, the following objectives will serve as a guide for the

study.

To find out the relationship between satisfaction in life and readiness of an individual for

self-directed learning.

To find out to what extent the life satisfaction components align with certain

demographic variables to forecast the level of a person in regard to self-directed readiness.

Hypotheses

There are four key hypotheses that will guide the analysis of the results in this study.

These hypotheses are stated as below.

There exist a substantial relationship between the view on readiness for self-directed

learning and standpoint on life satisfaction among older adults.

The people from an adult home setting exhibit higher readiness for self-directed learning

as well as life satisfaction than the people living in an institutionalized environment.

Literature review

There are a number of previous studies on the issue of life satisfaction derived from a

propensity for self-directed learning among older adults. For instance, Curry (1983), Brookfield

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 5

(1981), have documented research on quality of life. According to these three scholars, quality of

life is an aspect that affects people of all ages.

The concept of life satisfaction is extracted from the attributes of quality of life.

According to Spritzer & Snyder (1974), quality of life connotes judgments by outsiders as well as

from inner circle of individuals based on various aspects of life. In the argument of the duo, it is

clear that human being deserves a quality life and hence they strive to achieve that quality. It is

further argued that this quality is obtained from the activities and perceptions in regard to things

people take part in (Brockett, 1985). A link has been depicted between successful aging and life

satisfaction in the previous literature. A successful aging entails a socially desirable way of life,

sustaining activities related to middle-age, a satisfaction feeling on the existing activities and

status, and a satisfaction and happiness feeling in life.

According to George (1979), the cognitive view of the success towards one’s desired

targets is what is entailed in life satisfaction. The argument is amplified by the research by

Perterson and Lemon (1992) which indicates that the extent of contentment with the general

situation about life encompasses what life satisfaction entails. This spark the issue of well-being

as the outcome of the attaining the desired targets. The elements of apathy, mood tone, fortitude,

congruence between anticipated and attained goals, and resolution were initially identified as the

aspects of life satisfaction using the Life-Satisfaction-Index A (LSIA). The reliability

shortcomings experienced in the LSIA informed the invention of the SCLSES by Salamn and

Conte.

The concept of self-directed learning in adult education got the attention of researchers in

the 1970s. The ideologies of humanistic psychology, as well as philosophy, supported self-driven

learning in adult education. The study of Passmore (1986) majored mainly on the self-driven

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 6

readiness as an element in adult education. It was discovered that the widespread of self-directed

learning is a reality and it is expanding after every time. It was further found out that there is a

correlation between the psychological factors and self-direction. The reporting of this study is in

a manner that it increases the possibility of defining the considerations of self-driven learning.

The findings and thoughts of the previous research by other scholars will inform this

research study. The prior scholars have provided a supporting background to the key variables,

that is, adult readiness to self-driven learning and life satisfaction at the advanced age. The

aspects of life satisfaction and self-directed learning as presented in the prior research will be

used in this research study. Prior literature has shown that readiness for self-driven learning has

the potential of promoting satisfaction in life. However, these scholars have studied these issues

on a broader and general basis without giving emphasis on a single and specific category of

people. There has been no study of the two variables I direct link with the adult individuals at

their advanced ages.

This present research, however, aspires to focus on the older adults in researching on the

issues of life satisfaction and readiness for self-driven learning. This will be an examination of

the link between the two variables and the old adults in a way that has not been done before. As

such, this research aims to add the compare the relationship of these factors in the case of older

adults; this will be an addition to the existing literature by other scholars.

Methodology

Introduction

This chapter is tailored towards describing the methodology and technologies that are

proposed for use in the anticipated research study. The chapter will include a discussion on the

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 7

anticipated research design, the study sample, the variables to be used in the study, methods of

data collection, procedure of data collection, data analysis and data presentation.

Study setting

This research study, in its broad conceptualization, is anticipated to focus on self-driven

learning in the older adults’ population within the U.S. nevertheless, this will be a monumental

undertaking for the reason that the diversity that exists in this population on the basis of

socioeconomic status and other variables is high. In this regard, the setting will be delimited to

the study sample that will be drawn.

The persons residing in two key settings will make the setting for this study. The

individuals residing in residential homes and the persons living in their home places will

collectively make the study setting in this anticipated research. The two settings will allow the

collection of data on older adults from a restricted geographical location that will make data

collection easier and make the grouping variations anticipated easier.

Research design

A descriptive research design in which the focus is to collect quantitative data will be

used in this anticipated study. The study is a systematic empirical inquiry in which the researcher

will not directly control the variables. Hence, the study plan anticipates that information will be

collected about readiness for self-driven learning and life satisfaction involving the older adults

within the proposed study settings. The researcher will not manipulate the variables. The choice

for this research design is motivated by its ability to allow the gathering of not only reliable but

also accurate data that will effectively show the relationship between readiness for self-driven

learning and life satisfaction in the older adults.

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 8

A survey is a statistical technique that will be used in collecting quantitative data in this

quantitative research. Prepared questionnaires with questions about morale and other related

aspects of the research will be used to collect the research data. The survey method is considered

appropriate for it allows for the collection of elaborate data that is substantial for making

conclusions that are highly representative. In a survey, many people are reached and hence the

sample used can inform effective generalization about the population under study.

Sampling and sampling technique

A sample of ninety-five from each of the two setting will be preferred in this study. It is

anticipated that a sample size of 190 individuals will allow effective cross-examination of the

subjects based on gender, residential condition, and age. Additionally, the variations in the

SDLRS scores about life satisfaction in 190 individuals will be appropriate in making statistical

comparisons in the hypotheses to bring about additional revelations concerning older adults.

Random sampling technique will be used in drawing study samples. This technique is

preferred because it gives an equal chance to all elements in the study setting to take part in the

study. As such, there is no chance for bias in the sampling process when a random sampling

technique is adopted.

Data collection procedures

The study will have three variables, that is, an independent variable, dependent variable,

and three moderator variables. The instruments of data collection will be focused on measuring

these three variables.

The independent variable in this anticipated study if life satisfaction. It is called the

independent variable for the fact that its manipulation will have an effect on the dependent

variable. In other words, the independent variable is the anticipated output. The Salamon-Conte-

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 9

Life-Satisfaction-in-the-Elderly-Scale (SCLSES) will be used to measure life satisfaction. The

SCLSES will be focused on measuring a perception of life as being meaningful, enjoying the

daily activities, and the self-concept. Forty of the forty-four items in the instrument will be life

measurement as contained in the Likert Scale on life satisfaction while the rest will be

moderating factors. A 0.93 reliability coefficient has been reported for the SCLSES and hence its

appropriateness for use in measuring variations in life satisfaction across a population.

The dependent variable in the proposed research will be self-directed readiness. It is

termed as the dependent variable for it is subject to change upon the manipulation of the

independent variable. The Self-Directed-Learning-Readiness-Scale (SDLRS) will be used to

measure self-directed readiness. The SDLRS contains fifty-eight items on the Likert Scale and

all of them determine how persons consider themselves as being in possession of the skills that

are commonly related to self-directed learning. A 0.87 reliability coefficient has been reported on

the scale and both its predictive as well as internal validity have been in the past observed to be

high. Hence the SDLRS will be the best choice of instrument to measure variation in regard to

readiness to self-driven learning across the population.

In addition, this study will consider three moderating variables. A moderating variable is

the one that the researcher measures, manipulates, or selects to identify whether it can modify the

relationship between the independent variable and a certain phenomenon. They show the

influence of secondary elements on the relationship between dependent and independent

variables. In this anticipated study, age and gender, as well as residential setting condition, will

be considered as moderator variables.

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 10

Data analysis and presentation

Descriptive analysis will be used in analyzing the data collected in this proposed study.

The weighted means, percentages, relative frequencies, and standard deviation will be among the

statistical measures that will be used to analyze data on age and residential setting as well as

gender. Inferential statistics such as correlation will be used to analyze the relationship between

data sets obtained from the SDLRS and SCLSES. There will be a consideration of a computer

software, preferably SPSS in the data analysis for it has descriptive functionalities and will help

compare variable responses and indicate response frequencies. Tables and charts will be used for

data presentation in this study.

Expected results

It is anticipated that the hypotheses in the proposed research will turn correct. If this

happens to be the case, then data from older persons that indicate high life satisfaction attained

from readiness towards self-driven learning will be great. A large number of the older adults

whose education exhibits high willingness for self-driven learning will report attainment of a

high level of life satisfaction.

Extend to which readiness for self-learning relates to life satisfaction in older adults

Extent

Frequency

Percent

Very high extent

26.70

High extent

54.70

average

14.00

Little

4.70

Total

190

100

Table: Approximation of the expected data results

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 11

It is further expected that the number of older adults from the two settings who will

indicate high readiness for self-driven learning will be high and will attain life satisfaction in the

process. Moreover, the individuals residing in their homes will show high readiness for self-

learning compared to those in the institutionalized environment. Furthermore, age and gender

will have a moderating effect on the relationship between readiness for self-driven learning and

life satisfaction in the education of older adults.

In the inferential statistics, it is anticipated that the significance level of the relationship

between readiness for self-driven learning and life satisfaction in the older adults will be

approximately 0.3. This will indicate a stronger relationship between the two variables under

research. The moderating effect of age and institutional setting will be of a significance level of

0.1 in the regression analysis. This will indicate a low strength of the moderating effect of these

variables. Despite the fact that the strength will be low, it is anticipated that the moderating effect

will exist.

Moderating variable Relationship with self-driven learning readiness Relationship

with life satisfaction

Moderating variable

Relationship with

self-driven learning readiness

Relationship with life

satisfaction

Age

Average

Fairly low

Gender

low

Low

Institutional setting

Average

Table: Moderating Effect of age, gender, and institutional setting

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 12

References

Brookfield, S. (1981). Independent Adult Learning. Studies in Adult Education, 13(1), 15-27.

Brockett, R. G. (1985). The Relationship between Self-Directed Learning Readiness and Life

Satisfaction among Older Adults. Adult Education Quarterly, 30.

Curry, M. A. (1983). The Analysis of Self-directed Learning Readiness Characteristics in Older

Adults Engaged in Formal Learning Activities in two Settings (Doctoral dissertation,

Kansas State University, 1983). Dissertation Abstracts International, 44.

Erden, M., & Sahin, E. (2016). Reliability and Validity of Self-Directed Learning Readiness

Scale (SDLRS). Education Sciences: International Peer-Reviewed Journal, 4(3), 2-9.

Escuder-Mollon, P., Esteller-Curto, R., Ochoa, L., & Bardus, M. (2013). Impact on Senior

Learners’ Quality of Life through Lifelong Learning. Procedia: Social and Behavioral

Sciences, 510-516.

George, L. K. (1979). The Happiness Syndrome: Methodological and Substantive Issues in the

Study of Social Psychological Well-being in Adulthood. Gerontologist, 19(2), 210-216.

Hiemstra, R. (1975). The older adult and learning. Ames, IA: Department of Adult and

Extension Education, Iowa State University. (ERIC Document Reproduction Service.

Hiemstra, R. (1980). The Older Adult as Learning Participant. Contemporary Educational

Psychology, 5(4), 346-362.

Lemon, B. W., Bengston, V. W., & Peterson, J. A. (1972). An Exploration of the Activity

Theory of Aging: Activity Types and Life Satisfaction among in-movers to a Retirement

Community. Journal of Gerontology, 27, 511-523.

READINESS FOR SELF-DIRECTED LEARNING AND LIFE SATISFACTION 13

Palmore, E., & Luikart, C. (1972). Health and Social Factors Related to Life Satisfaction. Journal

of Health and Social Behavior, 13(1), 68-80.

Spritzer, E. & Snyder, E. (1974). Correlates of life satisfaction among the aged. Journal of

Gerontology, 29, 458-464.

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