Journal of Adult and Continuing Education最新文献_第2页

Emotional competence and help-seeking intentions as predictors of educational success in vocational training students 预测职业培训学生教育成功的情绪能力和求助意向

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-24 DOI: 10.1177/14779714241265463

William Gilbert, Dale M Stack, Erin T Barker, Annie Dubeau, Lisa A Serbin, Marie-Hélène Véronneau

{"title":"Emotional competence and help-seeking intentions as predictors of educational success in vocational training students","authors":"William Gilbert, Dale M Stack, Erin T Barker, Annie Dubeau, Lisa A Serbin, Marie-Hélène Véronneau","doi":"10.1177/14779714241265463","DOIUrl":"https://doi.org/10.1177/14779714241265463","url":null,"abstract":"Given the high prevalence of psychological distress among vocational training (VT) students, this study aimed to assess the role of interpersonal emotional competence as a resilience factor promoting the educational success of this population. We postulated that emotional competence would promote educational success, both directly and indirectly by fostering students’ help-seeking intentions when facing a personal or school-related problem. To test these hypotheses, we used a sample of 219 VT students from the Canadian province of Quebec (68% women, Mage = 24.58; SDage = 7.95) enrolled in various programs (e.g. institutional and home care assistance, welding and fitting, secretarial studies, and professional cooking). These students were assessed two times, during the first half of their training and again after their training. Results from structural equation modelling revealed that emotional competence was a positive predictor of help-seeking intentions and educational success. However, having the intention to seek help did not translate into higher levels of educational success. Overall, these results highlight the importance of supporting VT students in the development and strengthening of their emotional competence to promote their educational success. Future research is needed to further understand the help-seeking process among VT students and its implications for their academic outcomes.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Dr Martin Luther King Jr and the Poor People’s Campaign of 1968 书评：小马丁-路德-金博士和 1968 年穷人运动

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-24 DOI: 10.1177/14779714241265606

Liam Kane

引用次数: 0

The implications of critical theory for adult education policy 批判理论对成人教育政策的影响

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-24 DOI: 10.1177/14779714241266797

Palle Rasmussen

{"title":"The implications of critical theory for adult education policy","authors":"Palle Rasmussen","doi":"10.1177/14779714241266797","DOIUrl":"https://doi.org/10.1177/14779714241266797","url":null,"abstract":"The German tradition of critical theory (often called the Frankfurt School), represented by such authors as Theodor Adorno, Max Horkheimer, and Oskar Negt, have given crucial contributions to social and cultural theory in investigating and conceptualizing contradictory conditions of modern Western societies. This paper will discuss the ways in which these critical theorists have approached adult learning and education. Important elements are the role of adult learning in confronting the past and the present of Western societies (Adorno, Horkheimer) and the potential of experience-based learning in supporting open and democratic cultures and communities (Negt). Except for Negt, adult education was a minor topic for these critical theory scholars. Nevertheless, their contributions include important comments on and implications for adult education policy, including questions such as the responsibility of states for education, the democratic character of educational institutions, and the relationship between skills for work and for civil life. Critical theory holds important insights in the societal embedding of adult education and consequences for the objectives. These insights can guide (and have guided) critical research in adult education policy, but they need to be combined with policy analysis concepts and systematic empirical work.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rural employer perspectives on adult learner achievement in the United States 美国农村雇主对成人学员成绩的看法

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-23 DOI: 10.1177/14779714241263781

Yamini Bellare, Adam R. Smith, Kelcee Cochran, Samuel Garcia-Lopez

引用次数: 0

Investigating digital artistry of university students in a low-tech economy 调查低技术经济条件下大学生的数字艺术能力

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-20 DOI: 10.1177/14779714241262519

Moses Kumi Asamoah, Patricia Ananga, Francis Annor

引用次数: 0

Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future 全球转型中的大学：重新思考课程整合与合作，共同创造我们的未来

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-20 DOI: 10.1177/14779714241263779

Roberta Piazza, Giovanni Castiglione, Jose Roberto Guevara

{"title":"Universities in global transformation: Re-thinking curriculum integration and collaboration to co-create our future","authors":"Roberta Piazza, Giovanni Castiglione, Jose Roberto Guevara","doi":"10.1177/14779714241263779","DOIUrl":"https://doi.org/10.1177/14779714241263779","url":null,"abstract":"University-based curriculum development often involves adding new content. This ‘just add’ approach has also been applied to integrating the UN SDGs into curricula, reducing them to a checklist rather than embracing their holistic and transformative aims. This is particularly concerning for SDG 4 and SDG 4.7, which require deep, cross-cutting understanding for educational transformation towards a more equitable and sustainable world. In this short reflection paper, colleagues from the University of Catania and RMIT University reflect on integrating SDGs into university curricula, emphasizing collaboration to transform education. They explore the context within universities, the commitment, and challenges in preparing students to understand the complex world through the SDGs’ vision. The authors discuss SDGs and Education for Sustainable Development (ESD) as frameworks guiding successful SDG integration. Using climate change education as an example, they highlight the need for coordinated actions across multiple scales, aligning with transformative learning principles. The authors argue that SDGs offer an opportunity for transformative processes requiring effective collaboration among colleagues and students. They call for university leadership to support ongoing staff capacity building, resource collaborative, and cross-disciplinary teaching and learning projects and promote self-reflexivity on universities’ roles in addressing global challenges.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integration of Sustainable Development Goals in the Textile Science, Apparel Design, and Technology programs in Zimbabwean universities 将可持续发展目标纳入津巴布韦大学的纺织科学、服装设计和技术课程中

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-19 DOI: 10.1177/14779714241264972

Rumbidzayi Masina

{"title":"Integration of Sustainable Development Goals in the Textile Science, Apparel Design, and Technology programs in Zimbabwean universities","authors":"Rumbidzayi Masina","doi":"10.1177/14779714241264972","DOIUrl":"https://doi.org/10.1177/14779714241264972","url":null,"abstract":"Higher education institutions (HEIs) have a pivotal role in preparing students to contribute to sustainable development and the Sustainable Development Goals (SDGs). This study focused on the University of Zimbabwe (UZ) and examined how SDGs were integrated into the field of textile science, apparel design, and technology (TSADT). The research investigated the alignment between the SDGs and the emerging concept of Education 5.0, as well as ongoing educational reforms at the UZ. It explored the strategies and initiatives implemented by the university to promote sustainable development practices within the TSADT programs. The data collection process involved conducting interviews, making observations, and reviewing relevant documents. Thematic data analysis was employed. The study provided insights into the alignment between the program’s objectives and SDGs, identifying gaps and opportunities for improvement. This informed strategies for enhancing the integration of sustainable development principles in the TSADT curriculum. The implications of this research are significant for the UZ and other HEIs in Zimbabwe seeking to embed sustainable development principles in their programs. Furthermore, the study contributes to understanding how HEIs can effectively incorporate the SDGs into disciplinary programs, fostering a generation of graduates equipped to address sustainable challenges in the textile and apparel industry.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Third international handbook of lifelong learning 书评：第三本国际终身学习手册

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-07-18 DOI: 10.1177/14779714241265464

Diana Monita, Moh Ferdi Hasan

引用次数: 0

Hybridisation of adult education policy in peripheral countries: A system theory analysis of EU–Serbia relations 边缘国家成人教育政策的混合化：欧盟与塞尔维亚关系的系统理论分析

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-06-14 DOI: 10.1177/14779714241260524

Katarina Popović, Maja Maksimovic, S. Djerasimovic

{"title":"Hybridisation of adult education policy in peripheral countries: A system theory analysis of EU–Serbia relations","authors":"Katarina Popović, Maja Maksimovic, S. Djerasimovic","doi":"10.1177/14779714241260524","DOIUrl":"https://doi.org/10.1177/14779714241260524","url":null,"abstract":"This article applies system theory to the analysis of the relationship between the EU and candidate country Serbia, with a focus on adult education policy. The study explores how the peripheral status of Serbia with its hybrid political regime combining autocratic and democratic features leads to the hybridisation of its adult education system, and how the EU’s policies, institutions, and funding mechanisms shape this relationship. The study draws on system theory and the results of our recent study of EU support for adult education in Serbia and applies qualitative content analysis to EU and Serbian adult education policy documents, to examine the consequences of interactions between system components on Serbian adult education policy. It posits that EU’s norm-setting on one side and the allocation of funding and control mechanisms on the other facilitate the neo-colonial position of Serbia as the periphery and perpetuate a power dynamic that allows hybrid regimes to flourish and prioritise their own interests over those of their citizens or civil society. The study further opens up the possibility that these dynamics may produce ‘glitches’ in the system and corruption of the system as a whole, and invites further research and theorisation that would illuminate similar patterns and relationships across other European (national) subsystems.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New insights into career-related continuous learning in construction companies: Supervisor conceptions of career support 建筑公司中与职业相关的持续学习的新见解：主管对职业支持的概念

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-05-22 DOI: 10.1177/14779714241254205

Krista Rautio, Satu Uusiautti

引用次数: 0