Do Adult Learners Who Engage in Torah Study as a Leisure Activity Report Higher Levels of Meaning in Life than Learners of General Enrichment Studies?

IF 1.6 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
Ora Alkan, N. Davidovitch, T. Kushnir
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Abstract

Aim. The aim of the research is to assess whether adult learners engaged in Torah/Bible studies report higher levels of psycho-social resources, specifically spirituality, meaning in life, hope, and social support, than learners who attend general enrichment courses, and whether psycho-social resources contribute to their meaning in life. Methods. Participants were 234 men and women over age 55 who study regularly in their leisure time: 56 Torah students in the hevruta (communal learning) method, 50 Torah students who participated in frontal Torah lectures, and 128 adults who attended lectures on various enrichment subjects. Participants completed self-report questionnaires that included demographic information and characteristics of the course, evaluations of the learning experience, the Spiritual Health and Life-Orientation Measure, the Snyder Hope Questionnaire, the Multidimensional Scale of Perceived Social Support (MSPSS), and the PIL – Purpose in Life questionnaire. Results. Torah and enrichment learners did not differ in meaning of life and hope. Torah learners reported a stronger learning experience, higher levels of transcendentality (an aspect of spirituality), and more social support from their peer group. For all learners, social support from the family was the strongest contributor to meaning in life, followed by hope and finally the communality aspect of spirituality. Conclusions. Findings confirm the importance of the human need for relatedness in determining meaning and suggest that the social milieu in which the leisure activity is held may be more important for cultivating meaning in life than the discipline studied. 
将托拉研究作为一种休闲活动的成年学习者是否比普通强化研究的学习者报告了更高的生活意义水平?
的目标。本研究的目的是评估参与Torah/圣经学习的成人学习者是否比参加普通强化课程的学习者报告更高水平的心理社会资源,特别是灵性,生活意义,希望和社会支持,以及心理社会资源是否有助于他们的生活意义。参与者是234名年龄在55岁以上的男性和女性,他们在闲暇时间定期学习:56名采用集体学习方法的托拉学生,50名参加正面托拉讲座的托拉学生,以及128名参加各种充实主题讲座的成年人。参与者完成了包括课程人口统计信息和课程特点、学习体验评价、精神健康和生活取向量表、Snyder Hope问卷、感知社会支持多维度量表和PIL -人生目的问卷的自我报告。托拉和充实学习者在生命和希望的意义上没有区别。托拉学习者报告了更强的学习体验,更高水平的超验性(灵性的一个方面),以及来自同龄人群体的更多社会支持。对于所有的学习者来说,来自家庭的社会支持是生活意义的最大贡献者,其次是希望,最后是精神上的社区方面。研究结果证实了人类对相关性的需求在确定意义方面的重要性,并表明休闲活动所处的社会环境可能比所研究的学科对培养生活意义更重要。
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来源期刊
Journal of Education Culture and Society
Journal of Education Culture and Society SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.60
自引率
27.30%
发文量
75
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