It is the assumption of this study that life satisfaction of older adults participating in social educational activities may be promoted greatly if they are encouraged to participate in social educational activities. In order to test this assumption the main theme of the study was classified into two groups: older adults´ participating in social educational activities and those not participating. Then the difference of life satisfaction of these two groups were tested.
The aims of the study were to investigate on (1) change of educational concepts, (2) objectives and activity contents of participating in educational programs for older adults, and (3) interrelationship between their participation in educational programs and their satisfactions of life from a perspective of activity theory.
The methods employed for this study were: (1) an approach through research and reference materials, and (2) an empirical approach through questionnaire and interviews. Literature and reference materials on gerontology and education for older adults were collected and analyzed to establish theoretical backgrounds of the study. The number of older adults selected for interviewing by the random sampling method were 883: among these 513 participated in educational activities and 370 had no experience of participating in such programs. Those who were elected for research interviews were all above 60 years old through South Korea. The survey through interviews and questionnaire was made between November, 1985 and February, 1986.
Data collected through the survey were analyzed by various statistical treatments such as frequency and percentage, cross-tabs, t-test, Pearson product-moment correlation, one-way analysis of variance, analysis of coveriance, stepwise analysis through multiple regression analysis.
The findings of the study were as follows:
1. Among variables of older adult´s background on age level, older adults of 60 and 79 years old were sampled mostly; on community level, older adults in urban areas were mostly sampled; On sex level, mate older adults were sampled much more than females. As to educational backgrounds older adults not participating in educational programs were more in number than those participating. Regardless of older adults participating and not participating in educational programs had feeling that they are in good health; however older adults not participating tended to respond that they felt bad health. Most of older adults felt they belonged to middle strata; however, those participating in educational programs tended to feel themselves they belonged to upper-middle strata while those not participating tended to feel themselves they belonged to lower-middle stratum.
2. Traditionally it was thought that education meant only schooling for child and young adults; however, nowadays such concept of education has been changing and a new concept of life-long education which includes continuing education regardless of age and sex is being emphasized. and meaningful. As to contents of education, older adult participating in educational programs wanted to receive education more about life enrichment, health and sanitation. Generally older adults participating in educational programs wanted to receive longer period of education (3 years or more) than those not participating (6 month or 1 year). Those participating in educational programs got more life satisfaction through personal interactions with lectures, persons working for institutes and their classmates.
3. The difference of life satisfaction of two groups was great; in particular, its difference was greater in rural areas and female. Even in the case of having controlled such background variables as age, marital status, socio-economic status, education, health and frequency of participation in social activities, the difference of life satisfaction between two groups was great. The decisive factor for having made older adults participate in educational programs as well as for promoting their life satisfaction was "condition of health". The most important factor for life satisfaction of older adults was "participation in educational programs."
Therefore, in order to promote education for older adults based on principles of life-long education, the following are recommended:
(1) Education for older adults should be encouraged to participate in educational programs more positively.
(2) More educational institutions for older adults should be established to enlarge their learning opportunities.
(3) Educational programs such as aims, contents and methods of learning corresponding to older adults should be developed.
(4) Mass media should be made use of to put educational programs of older adults into full effect.
And it may be concluded that active participation of older adults in educational programs was the most important factor for creating their life satisfaction. If educational programs be planned so as to form self-concepts and humanistic attitudes, participation of older adults in them will be evaluated very highly.
It is really important to know that participation of older adults in educational programs was the decisive factor for giving life satisfaction to them. The development of education for older adults should be achieved not only for creating their life satisfaction, but also for promoting humanization of all national citizens in the light of establishing democratic and welfare society.
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