Age images and learning in late life. Coping with crisis experiences as a potential in long-life societies

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2021-10-15 DOI:10.3384/rela.2000-7426.3342

Claudia Kulmus

引用次数: 3

Abstract

This paper discusses the potential that coping with ageing experiences in later life might have for dealing with the current Covid-19-pandemic. The paper is based on the results of a qualitative study on subjective ageing experiences and the respective coping strategies of older people. The study is based on subject-obnderlying social structures. (e.g. BMBF, 2010). A qualitative research design was developed using the method of group discussions. The data gathered in these discussions were evaluated based on the approach of grounded theory. The results of this study are discussed regarding the ways in which the coping strategies of the participants revealed the specific abilities of older people to manage crisis experiences. The findings offer new perspectives on improving current images of ageing.

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晚年的形象和学习。应对危机经验是长寿社会的潜力

本文讨论了在晚年应对老龄化经历对应对当前新冠肺炎疫情的潜力。本文基于对老年人主观衰老经历和各自应对策略的定性研究结果。这项研究是基于受试者的社会结构。（例如BMBF，2010）。采用小组讨论的方法进行了定性研究设计。在这些讨论中收集的数据是根据扎根理论的方法进行评估的。本研究的结果讨论了参与者的应对策略如何揭示老年人管理危机经历的具体能力。这些发现为改善当前老龄化的形象提供了新的视角。

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 Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).