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Laura B. Holyoke; Elise Kokenge; Nanci Jenkins; Jonathon A. Ball; Heather Heward; Shannon Wilson – Adult Learning, 2025
The purpose of this qualitative study was to explore the components of a profound moment. We provisionally defined a profound moment as an experience that intentionally or unintentionally continues to surface in consciousness, has transformed an individual's fundamental perspectives, and been integrated into an individual's life. Participants who…
Descriptors: Experience, Adult Learning, Humanism, Adults
Clare Lee; John Morgan – Teacher Development, 2025
The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years…
Descriptors: Mathematics Education, Mathematics Anxiety, Prior Learning, Memory
Bérénice Darnault – Multilingual Matters, 2025
This book traces the motivational dynamics embedded within lifelong foreign language learning trajectories, examining the factors which generate and sustain motivation throughout a learner's life. Embracing a complexity approach, it views motivation as a long-term individual process that evolves along a narrative continuum, developing over the…
Descriptors: Second Language Learning, Second Language Instruction, Lifelong Learning, Learning Motivation
Kerry Sue Brown – ProQuest LLC, 2024
Adult learners, or undergraduate students aged 24 years or older, represent one third of the undergraduate student population in the United States. The purpose of this study was to explore the pathways to thriving for undergraduate adult learners, taking into consideration their entering characteristics and life circumstances. Thriving has been…
Descriptors: Adult Learning, Guided Pathways, Adult Students, Nontraditional Students
Catherine A. Cherrstrom; Carrie J. Boden; Todd Sherron – Journal of Continuing Higher Education, 2024
This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study…
Descriptors: Nontraditional Students, Credits, Prior Learning, Logical Thinking
Holyoke, Laura B.; Wilson, Katie; Threet, Ali; Cornwall, Laila; Bertlin, Shawna – American Association for Adult and Continuing Education, 2021
The purpose of this literature review was to develop the profound living concept through a synthesis of themes extracted from scholarly literature. The problem encountered was a lack of theory and depth in the concept of profound living. The methods used in this study were a thorough literature review in which concepts were extracted from related…
Descriptors: Adult Development, Adult Learning, Theories, Self Concept
Hartono, Didik; Basthomi, Yazid; Widiastuti, Oktavia; Prastiyowati, Santi – Cogent Education, 2022
The teacher's oral corrective feedback is the hallmark in teaching speaking. It is a daily input given by teachers to improve students' speaking skill. However, it is rarely known the effects of the OCF to students' psychological domain. Therefore, the present study investigated the students' psychological problems after receiving teacher's oral…
Descriptors: Adults, Adult Learning, English Language Learners, Language Teachers
Maryann Orawczyk – ProQuest LLC, 2024
This qualitative study explored how supervisors in student affairs describe their supervisory learning journey. Supervision is an important facet of the student affairs profession, yet there is an apparent lack of intentional supervisory training and development for these professionals. This study endeavored to understand how supervisors in…
Descriptors: Student Personnel Workers, Supervisory Training, Administrator Attitudes, Lifelong Learning
Yazdanmehr, Elham; Elahi Shirvan, Majid; Saghafi, Khatereh – Foreign Language Annals, 2021
Motivated by the present dominance of online education worldwide during the COVID-19 pandemic, the present study employed a process-tracing approach to explore the causal mechanisms of boredom in an online L3 learning. The present case study was done on an adult learner of German and analyzed her accounts of experiencing boredom throughout a whole…
Descriptors: German, COVID-19, Pandemics, School Closing
Lapina, Angelina – Adult Learning, 2018
Coping in adult learning-based environments is a relevant phenomenon because stressful experiences are inevitable at times. Three main types of coping strategies are distinguished to either solve the problem (problem-focused coping), avoid the problem (avoidance coping), or reduce anxiety and other negative emotions (emotion-focused coping) in…
Descriptors: Coping, Reflection, Adult Education, Adult Learning
Perry, Shannon A. B. – Adult Education Quarterly: A Journal of Research and Theory, 2021
John Heron's whole person theory can expand transformative learning theory by elaborating a more nuanced understanding of affect. In contrast to the vague conceptualization of affect's role and the interchangeable treatment of emotion and feeling in most adult learning scholarship, Heron's holistic theory grounds all experience in affective…
Descriptors: Transformative Learning, Learning Theories, Adult Learning, Holistic Approach
Ali, Farhan; Tan, Seng Chee – International Journal of Lifelong Education, 2022
Research in disparate fields of education, psychology and neuroscience suggests that emotions play a central role in learning. We critically examine research at the intersection of emotions, adult learning and neuroscience. First, we review studies in the "IJLE" related to emotions and adult learning. In particular, we focus on the…
Descriptors: Psychological Patterns, Lifelong Learning, Neurosciences, Transformative Learning
Pastogianni, Maria; Koutsoukos, Marios – Education Quarterly Reviews, 2018
The aim of this research is to examine, on the one hand, the internal learning barriers for adults that are derived from their emotions about their educational programme, and on the other, the role of the adult educator in eliminating these obstacles. Emotions are integrally linked to the learning process and influence the successful outcome of…
Descriptors: Adult Educators, Barriers, Psychological Patterns, Adult Learning
Learning to Paint: An Autoethnographic Exploration of Adult Learning beyond Formal Learning Contexts
Elizabeth Hinchcliff – Adult Learning, 2025
This reflexive autoethnography explores my experience of learning about myself as I experienced painting with watercolors. The focus of this research is understanding the interaction of identity, emotion, and belonging within the context of my own adult learning experience. The central emphasis seeks to offer contributing factors to adult learning…
Descriptors: Adult Learning, Painting (Visual Arts), Context Effect, Nonformal Education
Walker, Jude – Journal of Transformative Education, 2017
Shame both stymies and motivates learning; it prevents adults from participating in educational programs yet, with accompanied self-examination, it can be the catalyst for transformation. While fundamental for understanding adult learning, shame is (shamefully) inadequately theorized in the field of adult education: We don't talk enough about…
Descriptors: Adult Learning, Psychological Patterns, Transformative Learning, Adult Education