Does participation in non-formal adult education matter for individual subjective well-being as a multidimensional functioning?

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Educational Research Journal Pub Date : 2022-10-06 DOI:10.1177/14749041221116261

P. Boyadjieva, Petya Ilieva-Trichkova

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引用次数: 0

Abstract

The article synthesizes ideas from the capability approach, the embeddedness approach, and Nancy Fraser’s three-dimensional scale of justice and develops a theoretical framework for understanding subjective well-being (SWB) as a positive functioning. It also proposes an instrument for measuring SWB and its relationship with participation in non-formal adult education. Using data from the European Social Survey, carried out in 2012, for 24 European countries and applying multilevel linear models for the analysis, the study finds evidence for a positive association between participation in non-formal adult education and SWB. The results show that differences in the SWB among people who have participated in non-formal adult education and those who have not are higher for those who have no higher education and are unemployed than for those who have higher education and paid work. This study also reveals that when people live in countries with better economic and democratic development and a more individualistic culture, the differences in their SWB by participating in non-formal adult education are smaller than when they live in countries with worse economic and democratic development and a more collectivistic culture.

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作为一种多维功能，参加非正规成人教育对个人主观幸福感有影响吗?

本文综合了能力理论、嵌入性理论和南希·弗雷泽(Nancy Fraser)的三维正义量表的观点，建立了一个理解主观幸福感作为一种积极功能的理论框架。它还提出了一个衡量主观幸福感及其与参加非正规成人教育的关系的工具。利用2012年欧洲社会调查(European Social Survey)对24个欧洲国家进行的数据，并应用多层次线性模型进行分析，该研究发现，参加非正规成人教育与主观幸福感之间存在正相关的证据。结果表明，接受过和未接受过非正规成人教育的人的主观幸福感差异在未接受过高等教育的失业人群中高于接受过高等教育和有报酬工作的人。本研究还发现，当人们生活在经济和民主发展较好、个人主义文化较强的国家时，参加非正规成人教育对主观幸福感的影响小于经济和民主发展较差、集体主义文化较强的国家。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.30

自引率

10.50%

发文量

期刊介绍： The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)