非正式学习在成人识字能力中的作用

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2021-03-10 DOI:10.3384/RELA.2000-7426.1325

Sari Sulkunen, K. Nissinen, Antero Malin

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引用次数: 1

摘要

本研究使用国际成人能力评估计划(PIAAC)数据集来检验非正式识字学习对成人识字能力的影响。此外，还研究了与工作中和工作之外的非正式识字学习有关的因素。研究参与者是年龄在35-65岁之间的北欧成年人。统计方法为回归分析，结果表明工作场所的非正式扫盲活动主要与职业有关，工作场所以外的非正式扫盲活动主要与教育程度、父母教育程度和性别有关。初等教育、职业、语言背景和年龄对阅读能力的影响最大。非正式学习，特别是工作之余的阅读，在统计上具有显著的独立于成年人背景的影响，这表明它可能为所有成年人提供发展识字能力的机会。

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The role of informal learning in adults’ literacy proficiency

This study used the Programme for International Assessment of Adult Competencies (PIAAC) dataset to examine informal literacy learning’s effects on adults’ literacy proficiency. Also, the factors associated with informal literacy learning at and outside of work were studied. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis, and the results indicate that informal literacy activities at work are associated primarily with occupation, and informal literacy activities outside of work with education, parents’ education and gender. Initial education, occupation, language background and age exerted the strongest estimated associations with reading literacy proficiency. Informal learning, particularly reading outside of work, exerted a statistically significant effect independent of adults’ backgrounds, indicating that it may offer all adults the opportunity to develop literacy proficiency.

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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).