Keywords
motivation
assessment
factorial analysis educación a lo largo de la vida
motivación
evaluación
análisis factorial
How to Cite
Abstract
University Programs for Older People (UPO) are a valuable resource to promote lifelong learning and thus respond to the main socio-political recommendations for promoting active ageing. One of the key dimensions for the study of these programs is the type of motivations for the older people to be involved in them, a topic widely evaluated at international level using EPS A-form. In this paper the factor structure of the Spanish version of this scale is examined, using statistical procedures consistent with current guidelines for this type of analysis, in a sample of students from the Aula de la Experiencia, the UPO of the University of Huelva (Spain). Results obtained show that the Spanish version of EPS A-form has a structure in four subscales similar to the original, with internal consistency indices between .83 and .96. The most outstanding motivations were the cognitive ones, although more than a half of the students participated in the program for more than one reason. This scale is an effective tool to research motivations for studying in old age, and can be useful both in research and in the design of University Programs for Older People in Spain.
References
Abad, F., Olea, J., Ponsoda, V., y García, C. (2011). Medición en Ciencias Sociales y de la Salud. Síntesis.
Alfageme, A. (2007). The clients and functions of Spanish university programmes for older people: A sociological analysis. Ageing & Society, 27, 343-361. https://doi.org/10.1017/S0144686X06005733
Boshier, R. W. (1991). Psychometric properties of the alternative form of the Education Participation Scale. Adult Education Quarterly, 41(3), 150–67.
Boulton-Lewis, G. M. (2010). Education and learning for the elderly: Why, how, what. Educational Gerontology, 36, 213-228. https://doi.org/10.1080/03601270903182877
Chen, L. K., & Wang, S. T. (2016). Seniors’ demographic correlates for motivations to enroll in degree-conferring programs in universities. Educational Gerontology, 42(6), 431-442. https://doi.org/10.1080/03601277.2016.1139968
Elosúa, P. y Zumbo, B. D. (2008). Coeficientes de fiabilidad para respuestas categóricas ordenadas. Psicothema, 20(4), 896–901.
Ferrando, P. J. y Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33.
Ferrando, P. J. y Lorenzo-Seva, U. (2014). El análisis factorial exploratorio de los ítems: algunas consideraciones adicionales. Anales de Psicología, 30(3), 1170-1175. https://doi.org/10.6018/analesps.30.3.199991
Findsen, B. & Formosa, M. (2016). Participation for and barriers to learning. En B. Findsen & M. Formosa (Eds.), Lifelong learning in later life: A handbook on older adults learning (pp. 117-130). Sense Publishers.
Formosa, M. (2019). Active ageing through lifelong learning: The University of the Third Age. En The University of the Third Age and Active Ageing: European and Asian-Pacific perspectives (pp. 3-18). Cham.
Hair, J., Black, W.C.; Babin, B.J., & Anderson, R. (2014). Multivariate Data Analysis (7th ed). Pearson.
IBM Corp. Released (2015). IBM SPSS Statistics for Windows. 23.0 version. IBM Corp.
International Longevity Center (2015). Envejecimiento activo: un marco político ante la revolución de la longevidad. Brasil: International Longevity Center. (Recuperado de https://www.easp.es/project/envejecimiento-activo-un-marco-politico-ante-la-revolucion-de-la-longevidad/).
Jamieson, A. (2007). Higher education study in later life: what is the point? Ageing & Society, 27, 363-384. https://doi.org/10.1017/S0144686X06005745
Jenkins, A. (2011). Participation in learning and wellbeing among older adults. International Journal of Lifelong Education, 30(3), 403-420. https://doi.org/10.1080/02601370.2011.570876
Jenkins, A., & Mostafa, T. (2015). The effects of learning on wellbeing for older adults in England. Ageing & Society, 35(10), 2053. https://doi.org/10.1017/S0144686X14000762
Jenkins, A., & Mostafa, T. (2017). Wellbeing and learning in later life. International Journal of Education and Ageing, 3(1), 9-24.
Kaplan, A. (2016). Lifelong learning: Conclusions from a literature review. International Online Journal of Primary Education, 5(2), 43-50.
Kim, A. & Merriam, S. B. (2004). Motivations for learning among older adults in a learning in retirement institute. Educational Gerontology, 30, 441-455. https://doi.org/10.1080/03601270490445069
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
Lorenzo-Seva, U. & Ferrando, P. J. (2006). FACTOR. A computer program to fit the exploratory factor analysis model. Behavior Research Methods, 38(1), 88-91. https://doi.org/10.3758/BF03192753
Lucas-Molina, B., Pérez-Albéniz, A., Fonseca, E., y Ortuño, J. (2015). Programas educativos universitarios para mayores: evaluación de su impacto en la autopercepción del apoyo social y la salud mental. Revista Colombiana de Psicología, 24(1), 47-60. https://doi.org/10.15446/rcp.v24n143437
Merriam, S. B. & Kee, Y. (2014). Promoting community wellbeing: The case for lifelong learning for older adults. Adult Education Quarterly, 64(2), 128-144. https://doi.org/10.1177/0741713613513633
Montoro, J., Pinazo, S., y Tortosa, M. A. (2007). Motivaciones y expectativas de los estudiantes mayores de 55 años en los programas universitarios. Revista Española de Geriatría y Gerontología, 42(3), 158-166. https://doi.org/10.1016/S0211-139X(07)73542-4
Mulenga, D., & Liang, J. S. (2008). Motivations for older adults' participation in distance education: A study at the National open university of Taiwan. International Journal of Lifelong Education, 27(3), 289-314. https://doi.org/10.1080/02601370802047791
OMS (2002). Envejecimiento activo. Un marco sociopolítico. Revista Española de Geriatría y Gerontología, 37(S2), 74-105.
Orte, C., Ballester, Ll., & Touza, C. (2004). University programs for seniors in Spain: analysis and perspectives. Educational Gerontology, 30, 315-328. https://doi.org/10.1080/03601270490278849
Pardo A., Ruiz, M.A. y San Martín, R. (2009). Análisis de datos en ciencias sociales y de la salud (vol. I). Síntesis.
Pérez-Fuentes, M. C., Gázquez, J. J., Lucas, F., Ruiz, I., Amate, R., Miras, F., y Yuste, N. (2009). Satisfacción y motivación del alumnado de la Universidad de Mayores. International Journal of Developmental and Educational Psychology, 1(3), 391-398.
Schmidt-Hertha, B., Formosa, M., & Fragoso, A. (2019). Active ageing, social inclusion and wellbeing: Benefits of learning in later life. European Journal for Research on the Education and Learning of Adults, 10(3), 207-213. https://doi.org/10.3384/rela.2000-7426.relae19
Tabachnick, B. G. & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson Education.
Valle, F. E. (2014). Educación permanente: los programas universitarios para mayores en España como respuesta a una nueva realidad social. Revista de Educación Superior, XLIII(3), 117-138.
Vilaplana, C. (2010). Relación entre los programas universitarios para mayores, la satisfacción durante la jubilación y la calidad de vida. Revista de Investigación Educativa, 28(1), 195-216.
Villar, F. (2006). Evaluación de programas universitarios para mayores: Motivaciones, dificultades y contribuciones a la calidad de vida. Madrid. Estudios de I+D+I, nº 50. (Recuperado de www.imsersomayores.csic.es/documentos/documentos/imserso-estudiosidi-50.pdf).
Villar, F. & Celdrán, M. (2012). Generativity in older age: a challenge for Universities of the third age (U3A). Educational Gerontology, 38, 666-677. https://doi.org/10.1080/03601277.2011.595347
Villar, F. & Celdrán, M. (2013). Learning in later life: Participation in formal, non-formal and informal activities in nationally representative Spanish simple. European Journal of Ageing, 10, 135-144. https://doi.org/10.1007/s10433-012-0257-1
Villar, F., Pinazo, S., Triadó, C., Celdrán, M. & Solé, C. (2010). Older people’s university students in Spain: a comparison of motives and benefits between two models. Ageing & Society, 30, 1357-1372. https://doi.org/10.1017/S0144686X10000565
Vives, M., Orte, C., y Ballester, Ll. (2015). Efectos de los programas universitarios en personas mayores en su red y apoyo social. El ejemplo de la Universitat Oberta Per a Majors. Pedagogía Social. Revista Interuniversitaria, 25, 299-317. https://doi.org/10.7179/PSRI2015.25.13
Xiong, J., & Zuo, M. (2019). Older adults’ learning motivations in massive open online courses. Educational Gerontology, 45(2), 82-93. https://doi.org/10.1080/03601277.2019.1581444
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2021 Aula Abierta