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Journal articles on the topic 'Adult and young education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lee, Jaewon, and Jennifer Allen. "Mothers' Income and Young Adult Children's Education and Fast Food Intake." American Journal of Health Behavior 44, no. 5 (September 1, 2020): 681–90. http://dx.doi.org/10.5993/ajhb.44.5.11.

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Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.

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2

Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (February 14, 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.

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3

Bach, Jacqueline, Laura Hensley Choate, and Bruce Parker. "Young Adult Literature and Professional Development." Theory Into Practice 50, no. 3 (June 27, 2011): 198–205. http://dx.doi.org/10.1080/00405841.2011.584030.

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4

Wells, Alan. "Adult literacy: Its impact on young adults in the United Kingdom." Prospects 17, no. 2 (June 1987): 259–65. http://dx.doi.org/10.1007/bf02195107.

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5

Ferreira, Sabrina Mendonça, and Gerson Tavares Carmo. "Young and Adult Education: social representations about writing." Revista Vértices 15, no. 2 (2013): 61–74. http://dx.doi.org/10.5935/1809-2667.20130019.

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6

Winings, Kathy. "Five Invaluable Resources for Young Adult Religious Education." Religious Education 102, no. 2 (May 8, 2007): 224–32. http://dx.doi.org/10.1080/00344080701285493.

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7

Cunningham, Jack R. "Book Review: Handbook of Young Adult Religious Education." Review & Expositor 93, no. 1 (February 1996): 159–60. http://dx.doi.org/10.1177/003463739609300126.

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8

Preece, Julia, and Dama Mosweunyane. "What citizenship responsibility means to Botswana's young adults: implications for adult education." Compare: A Journal of Comparative and International Education 36, no. 1 (March 2006): 5–21. http://dx.doi.org/10.1080/03057920500382515.

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van der Werf, Hinke M., Wolter Paans, Geertjan Emmens, Anneke L. Francke, Petrie F. Roodbol, and Marie Louise A. Luttik. "Expectations and Prospects of Young Adult Caregivers Regarding the Support of Professionals: A Qualitative Focus Group Study." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4299. http://dx.doi.org/10.3390/ijerph17124299.

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There is a lack of service provision for young adult caregivers (18–25 years of age). This study aims to describe the expectations and prospects of young adult caregivers regarding support from health and education professionals. A qualitative focus group design was used. Twenty-five young Dutch adults (aged 18–25 years) who were growing up with a chronically ill family member participated in one of seven focus groups. Qualitative inductive analysis was used to identify codes and main themes. Two overarching themes with five sub-themes emerged from the focus group discussions. The overarching themes are: the ‘process of approaching young adults’ and the ‘types of support these young adults require’. The process of approaching young adults contains the sub-themes: ‘recognition, attention, and listening’, ‘open-minded attitude’, ‘reliability’, and ‘respecting autonomy’. The types of support this group requires contains the sub-themes: ‘information and emotional support’. Health and education professionals should first and foremost be aware and listen to young adult caregivers, pay attention to them, have an open-minded attitude, respect their autonomy, and have the knowledge to provide them with information and emotional support. Further research could yield comprehensive insights into how professionals can meet these requirements and whether these results apply to male young adult caregivers and young adult caregivers not enrolled in a healthcare-related study program.

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Comer, Melissa. "Young Adult Literature and Alternative Assessment Measures." Theory Into Practice 50, no. 3 (June 27, 2011): 239–46. http://dx.doi.org/10.1080/00405841.2011.584035.

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11

Winston, Mark D., and Deborah Fisher. "Leadership Education for Young Adult Librarians: A Research Study." Public Library Quarterly 22, no. 3 (June 2003): 23–35. http://dx.doi.org/10.1300/j118v22n03_04.

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12

Crawley, Jim. "EDUCATION UPDATE: The Life Cycle V: The Young Adult." Australian and New Zealand Journal of Family Therapy 6, no. 4 (December 1985): 215–21. http://dx.doi.org/10.1002/j.1467-8438.1985.tb01145.x.

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13

Kim, Suehye. "A Quasi-Experimental Analysis of the Adult Learning Effect on Problem-Solving Skills." Adult Education Quarterly 70, no. 1 (July 11, 2019): 6–25. http://dx.doi.org/10.1177/0741713619861073.

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This study builds an empirical research model that explores societal and individual antecedents of adult learning and examines the adult learning effect on problem-solving skills in the Organization for Economic Cooperation and Development (OECD) countries. Considering national differences, it uses multilevel data sources available from the Programme for the International Assessment of Adult Competencies (PIAAC) 2008-2013 and the OECD data lab. The results from this study suggest that young adults (25- to 34-year-olds) with more favorable backgrounds benefit from their social origin and occupational environment in terms of nonformal learning participation. It was also found that the participants outperform nonparticipants in the PIAAC problem-solving skill assessment. The key findings of this study advocate for the importance of policy interventions to combat the cumulative effects of multiple disadvantages in the educational trajectory from initial education to adult learning as well as to reduce the problem-solving skill gaps of young disadvantaged adults.

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Franzak, Judith, and Elizabeth Noll. "Monstrous Acts: Problematizing Violence in Young Adult Literature." Journal of Adolescent & Adult Literacy 49, no. 8 (May 2006): 662–72. http://dx.doi.org/10.1598/jaal.49.8.3.

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Hayn, Judith A., Jeffrey S. Kaplan, and Amanda Nolen. "Young Adult Literature Research in the 21st Century." Theory Into Practice 50, no. 3 (June 27, 2011): 176–81. http://dx.doi.org/10.1080/00405841.2011.584026.

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16

Savva, Andri. "Young Pupils' Responses to Adult Works of Art." Contemporary Issues in Early Childhood 4, no. 3 (September 2003): 300–313. http://dx.doi.org/10.2304/ciec.2003.4.3.6.

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Art educators have asserted that, in order to develop curricula that use adult works of art, it is necessary to understand how children perceive and respond to art objects. Although ‘art’ is not included in the early years national curriculum of Cyprus, curriculum resource books encourage the introduction of adult artworks in nursery schools. This exploratory study was designed to gather information regarding young children's (aged 4–5 years) responses to adult paintings. An open-ended interview procedure was used. Three reproductions of paintings of different artistic styles were selected: a realistic, a semi-realistic and an abstract. The sample included 25 children selected randomly from 12 public nursery schools of Cyprus. The findings suggest that artworks are an important part of children's educational experiences, if approaches and methods that are compatible with their perceptual abilities are used. The study identified some relevant factors underlying young children's responses to artworks and provides recommendations to enhance children's learning in art.

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17

Ivey, Gay, and Peter H. Johnston. "Engagement With Young Adult Literature: Outcomes and Processes." Reading Research Quarterly 48, no. 3 (March 20, 2013): 255–75. http://dx.doi.org/10.1002/rrq.46.

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18

Walker, Jerome F., and Paul D. Loprinzi. "Association of BMI Changes Between Adolescence and Young Adulthood With Smoking Cessation." American Journal of Health Promotion 33, no. 3 (August 14, 2018): 358–62. http://dx.doi.org/10.1177/0890117118772492.

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Purpose: Weight gain frequently accompanies smoking cessation. This study examined if increasing body mass index (BMI) during the early years of smoking influences quitting by young adulthood. Design: Longitudinal, observational study using in-home interview data. Setting: National Longitudinal Study of Adolescent and Adult Health (Add Health) 1994 to 2008. Subjects: Nine hundred forty-nine adolescent smokers (12-19 years) followed into young adulthood (20-32 years) through 4 waves of in-home interviews. Measures: Outcome variable: Young adult smoking status (yes or no) reported at in-home interviews. Factors: Gender and 4 longitudinal adolescent/young adult BMI trajectories—normal/normal, normal/overweight, normal/obese, and overweight/obese. Covariates: Race-ethnicity, education, household income, and recent quit attempt in adolescence. Analysis: Binary logistic regression analysis. Results: Overall, the rate at which young adults quit smoking was not significantly different based on gender. However, longitudinal changes in BMI trajectory and gender interact to influence young adult smoking status. Women having normal/overweight and normal/obese BMI trajectories were less likely to quit smoking than men. Odds that young adults having some college or post-high school education quit smoking were greater than those with high school education or less. Conclusion: At a minimum, providing direct information regarding anticipated weight changes after quitting is indicated in smoking cessation intervention, in addition to strategies to mitigate postcessation weight gain. Faced with weight gain, younger smokers, particularly women, may be more resistant to quitting smoking.

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19

Lowe, Patricia A., and Cecil R. Reynolds. "Psychometric Analyses of the Adult Manifest Anxiety Scale–Adult Version among Young and Middle-Aged Adults." Educational and Psychological Measurement 64, no. 4 (August 2004): 661–81. http://dx.doi.org/10.1177/0013164404263881.

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20

Evans, Gary W., Siegmar Otto, and Florian G. Kaiser. "Childhood Origins of Young Adult Environmental Behavior." Psychological Science 29, no. 5 (February 15, 2018): 679–87. http://dx.doi.org/10.1177/0956797617741894.

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Prospective, longitudinal analyses revealed that over a 12-year period from ages 6 to 18, individuals who grew up with mothers with more proenvironmental attitudes engaged in more proenvironmental behavior as young adults. A similar marginal association was uncovered between mothers’ proenvironmental behaviors and the proenvironmental behavior of their young adult offspring. Maternal educational attainment, but not political ideology, was also associated with more proenvironmental behavior as children matured. Moreover, childhood time spent outdoors was positively associated with increased environmentally responsible behavior in young adulthood. Interestingly, one’s own childhood proenvironmental behavior and attitude, at least as assessed at age 6, bear little on one’s eventual proenvironmental behavior as a young adult. Finally, among this set of childhood factors, maternal education and childhood time spent outdoors were independent predictors of positive changes in environmental behavior from early childhood to young adulthood.

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21

Clark, Nancy. "Nutrition Support Programs for Young Adult Athletes." International Journal of Sport Nutrition 8, no. 4 (December 1998): 416–25. http://dx.doi.org/10.1123/ijsn.8.4.416.

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After graduating from college and entering the work force, young adult athletes often struggle with the task of fueling themselves optimally for top performance and weight control. The stresses and time constraints of work, family, and social responsibilities often result in eating fast foods on the run. These young adults can benefit from nutrition education programs at the worksite, at health clubs, in the community, and via the media. Dietitians who specialize in sport nutrition have particular appeal to these athletes, who are struggling to eat well, exercise well, and stay lean yet put little time or effort into their food program. This article includes two case studies of young adults and the dietary recommendations that taught them how to make wise food choices, fuel themselves well for high energy, and control their weight.

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22

Dyck, Jennifer L., and Janan Al-Awar Smither. "Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age." Proceedings of the Human Factors Society Annual Meeting 36, no. 2 (October 1992): 185–89. http://dx.doi.org/10.1177/154193129203600210.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.

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23

Ponizovsky-Bergelson, Yael, Yael Dayan, Nira Wahle, and Dorit Roer-Strier. "A Qualitative Interview With Young Children: What Encourages or Inhibits Young Children’s Participation?" International Journal of Qualitative Methods 18 (January 1, 2019): 160940691984051. http://dx.doi.org/10.1177/1609406919840516.

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The goal of every qualitative interview is to produce rich data. Inducing storytelling is a challenge in every interview. Interviews with young children (ages 3–6) present an additional challenge because of perceived power differences between children and adults. This research examines how interviewers’ questions and expressions encourage or inhibit children from telling their stories. We extracted 1,339 child interviewee–adult interviewer turn exchanges from a national study on children’s perspectives on risk and protection ( N = 420) and analyzed them in two steps. First, we categorized the interviewers’ questions and expressions and children’s responses. Seven categories were found for interviewer expressions and five for children’s responses. We then examined the relationship between interviewer categories and children’s responses. The categories that produced the richest data were encouragement, open-ended questions, and question request. Sequence of utterances and closed-ended questions produced the least storytelling. We did not find significant differences based on a child’s gender with regard to the interviewer categories. The results and implications for researching young children are addressed.

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24

Byrne Bull, Kelly. "Connecting With Texts: Teacher Candidates Reading Young Adult Literature." Theory Into Practice 50, no. 3 (June 27, 2011): 223–30. http://dx.doi.org/10.1080/00405841.2011.584033.

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25

Alshammari, Nawaf R., and Jerome F. Walker. "Sedentary behavior associates with young adult smoking prevalence: Short communication." Clinical Health Promotion - Research and Best Practice for patients, staff and community 11, no. 1 (2021): 5–9. http://dx.doi.org/10.29102/clinhp.21002.

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Background Sedentary behavior and smoking prevalence in young adults, both prominent population health risks, are high value health promotion targets. Methods Cross sectional design: Public-use data drawn from Wave 3 of the 2001-2002 National Longitudinal Study of Adolescent and Adult Health (Add Health), representing 18-26 year-old young adults, n = 4203. This study examined the association of sedentary behavior and educational attainment with young adult smoking status (smoker versus nonsmoker), using logistic regression analysis. Sedentary behavior was approximated by self-reported hours spent weekly watching television. Follow-up analysis examined the association of nicotine dependence, measured by the Heaviness of Smoking Index (HSI), and sedentary behavior in young adult smokers, using General Linear Modeling. Results Comparing sedentary behavior quartiles (1 and 4, least and most), smoking prevalence was 30% lower in quartile 1 (OR=0.698 [CI=0.566-0.862] (p=0.001), and 19% lower in quartile 2 (OR=0.813 [CI=0.662-0.998] (p=0.048). Young adult smoking prevalence was increased among young adults with high school education or less compared to those having attended at least some college (OR=2.22 [CI=1.876-2.635], p=0.001). Follow-up General Linear Modeling showed no effect of sedentary behavior on the Heaviness of Smoking Index (HSI) among young adult smokers, p=0.065. Conclusion Although sedentary behavior and lower educational attainment associate with greater young adult smoking prevalence, more sedentary young adult smokers are no more nicotine dependent. Potential benefits of incorporating measures to increased daily movement in into smoking cessation programs are discussed.

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Belbin, David. "What is young adult fiction?" English in Education 45, no. 2 (June 2011): 132–45. http://dx.doi.org/10.1111/j.1754-8845.2011.01094.x.

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Saygili, Gizem. "Analyzing interpersonal relations of young adults who have different education level." International Journal of Academic Research 6, no. 1 (January 30, 2014): 108–15. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.16.

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Ou, Suh-Ruu, and Arthur J. Reynolds. "Childhood predictors of young adult male crime." Children and Youth Services Review 32, no. 8 (August 2010): 1097–107. http://dx.doi.org/10.1016/j.childyouth.2010.02.009.

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Audino, Anthony N., and Nicholas D. Yeager. "“Learning, Education, Awareness, Prevention (L.E.A.P.) Young Adult Cancer”: An Education and Outreach Program." Journal of Adolescent and Young Adult Oncology 7, no. 1 (February 2018): 130–33. http://dx.doi.org/10.1089/jayao.2017.0060.

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Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. "Early Childhood Education: Young Adult Outcomes From the Abecedarian Project." Applied Developmental Science 6, no. 1 (January 1, 2002): 42–57. http://dx.doi.org/10.1207/s1532480xads0601_05.

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Sciannamea, Roberta. "Being Young, Being NEET - A Pedagogical reflexion about Young Adult’s condition in Italy." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 238. http://dx.doi.org/10.26417/ejser.v11i2.p238-247.

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The paper takes in consideration major international research in the field of adult education, critical pedagogy and sociology of education and work, trying to explore the category of “NEET” (Young people Not in Education, Employment or Training) and some of the basic but critical questions that revolve around it. Who are those people? What are their needs and aspirations? What kind of vision do they have about their future? How are these visions affected by “the discourses we live by”? What can pedagogy and education do to help them redefining their life? Questions then becomes practical: what can services do to identify “NEETs” and give them specific forms of aid that can help them in redefine their missed lives? In order to answer these questions, the paper illustrates as an example a social dreaming session that had been carried out inside a Social service with the aim to find successful measures to help those young adults to redesign their reality and approach differently with the world of work. The paper concludes by presenting social dreaming as a possible solution of integration and auto-formation and emphasizes that keeping the attention on people’s life histories and desires can be the key to engage young adults and find a way to support them in their personal growth.

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Pigozne, Tamara, Ineta Luka, and Svetlana Surikova. "Promoting Youth Entrepreneurship and Employability through Non-Formal and Informal Learning: The Latvia Case." Center for Educational Policy Studies Journal 9, no. 4 (December 20, 2019): 129–50. http://dx.doi.org/10.26529/cepsj.303.

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This paper presents some results of the research on ‘Adult education resources to reduce youth unemployment’, which is a part of the project ‘Implementation of the European agenda for adult learning’. The research applies a mixed-method approach (quantitative and qualitative data analysis). The purpose of the paper is to identify the most/least-efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia as well as to show the relationship between the profile of young adults and their opinion on these methods, forms, and initiatives. The findings show that the young adults stressed the importance of cooperation with employers in organising educational activities, field trips as well as the necessity of having internships, projects, and meetings with entrepreneurs to learn from their experience. The most efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia are as follows: internship in a company or institution, projects, other persons’ experience and success stories, and training enterprises. The least efficient ones are mentoring, business incubators, coaching, individual work/action plan for the young people, business clubs, and business start-up funds/grants. The opinion of young adults on all aspects of non-formal and informal learning methods, forms, and initiatives depends on their profile (gender, education level, employment status, learning experience, etc.).

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King McLaughlin, Jessica, Jennifer C. Greenfield, Leslie Hasche, and Carson De Fries. "Young Adult Caregiver Strain and Benefits." Social Work Research 43, no. 4 (November 25, 2019): 269–78. http://dx.doi.org/10.1093/swr/svz019.

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Abstract Young adult caregivers (YACs) of older adults are an often-overlooked subset of the caregiver population, though they make up more than a quarter of all caregivers. Because of their stage in life and their economic and work status, YACs (ages 21 to 40) are likely to face different caregiving challenges than other age cohorts of caregivers. Using the life course perspective and role conflict theory as foundational frameworks, this article compares the resources and strains of YACs with those of their middle-age caregiver (MAC) (ages 41 to 60) and older adult caregiver (OAC) (ages 61 and older) counterparts. Authors used data from a cross-sectional pilot study of caregivers recruited across one western state through community agencies. Through multivariate regression analysis, findings indicated that YACs reported more financial strain than MACs and OACs, despite being more likely to be employed. In contrast, YACs reported greater positive feelings toward caregiving than both MACs and OACs. These findings remained while controlling for employment status, education, and hours per week spent caregiving. Although YACs may find great value in caregiving, they may also be in more financially precarious situations. The article concludes with recommendations for caregiver support programs to reach YACs in the workplace.

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Miller, Elaine King, and Kimball Austin Miller. "Abusive histories in youth/young adult students." International Journal for the Advancement of Counselling 9, no. 2 (1986): 159–65. http://dx.doi.org/10.1007/bf00129410.

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Elrod, Rachael, and Brittany Kester. "Diverse BookFinder: BIPOC collection development for children’s and young adult collections." College & Research Libraries News 81, no. 10 (November 6, 2020): 481. http://dx.doi.org/10.5860/crln.81.10.481.

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The Education Library at the University of Florida (UF) supports the teaching, research, and learning needs of the College of Education (COE), including early childhood education, elementary education, English education, ESOL/bilingual education, and reading and literacy education programs.

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Rojas-Rojas, Luz Myrian, Néstor Arboleda-Toro, and Leidy Johanna Pinzón-Jaime. "Caracterización de población con discapacidad visual, auditiva, de habla y motora para su vinculación a programas de pregrado a distancia de una universidad de Colombia." Revista Electrónica Educare 22, no. 1 (October 26, 2017): 1. http://dx.doi.org/10.15359/ree.22-1.6.

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This article presents the results of an unpublished research project whose objective was to characterize a population with visual, hearing, speech and motor disabilities. The research quantified potential users of the programs offered by the Faculty of Distance Education (FESAD) at the Pedagogical and Technological University of Colombia (UPTC). It had an exploratory-descriptive methodological design with random sampling. Surveys were applied to young high school students and adult bachelors by using Braille system and a digital sign language translator. For data analysis, a quantitative statistical method was implemented. The results showed that, from young bachelors, 53% were women, 51% adults were men; 57% of young people were between 18 and 21 years old, 47% of adults were between 22 and 30 years old, and 65% of adult bachelors did not work. From the preferred university careers to study, a 28% of young people preferred engineering; 21%, economic and administrative sciences; 15%, arts; and 13%, education sciences. 27% of adult bachelors preferred engineering; 18%, economic and administrative sciences; and 15%, education sciences. 85% of youth and 71% of adult bachelors were deaf. It is concluded that there is a vulnerable population with disabilities and with an obvious lack of opportunities to access higher education. FESAD has trained teachers in designing an integrated and inclusive curriculum for the development of labor skills. FESAD also has technical and technological resources to take care of this population. It is recommended to boost higher education policies for social inclusion in Colombia, and conduct new studies on causes and effects to design and implement programs that apply these policies.

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Carvalho, Carla, Ana Pinto, Paulo Santos Costa, and Pedro Parreira. "Adulthood in teachers of higher education: difference in the management of their work-life balance and organizational commitment." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 1 (August 3, 2021): 107–16. http://dx.doi.org/10.17060/ijodaep.2021.n1.v1.2047.

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This study aimed to compare the extent to which a sample of Portuguese teachers in Higher Education Institutions, divided into two groups (young adults, ages 20-39 years; and advance adults, ages 40-70 years), differed in the management of their work-life balance and organizational commitment. Data collection was conducted using the Work-Family Scale, the Organizational Commitment Scale and a sociodemographic questionnaire. Between 2012 and 2019, 652 participants were enrolled in the study. Through a multivariate analysis of variance (MANOVA, General Linear Model procedure), results suggest that young adult teachers display higher scores of family to work facilitation, while advance adult teachers evidence higher scores of normative commitment. Given the results found, recommendations for Higher Education Institutions were outlined.

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Posey, Catherine. "Spirituality in young adult literature: the last taboo." International Journal of Children's Spirituality 25, no. 1 (January 2, 2020): 80–81. http://dx.doi.org/10.1080/1364436x.2020.1769798.

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Fine, Gill A., D. M. Conning, Cella Firmin, Anne E. De Looy, M. S. Losowsky, I. D. G. Richards, and John Webster. "Nutrition education of young women." British Journal of Nutrition 71, no. 5 (May 1994): 789–98. http://dx.doi.org/10.1079/bjn19940184.

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White women aged 25–34 years (n 264) from the lower socio-economic classes (C2, D and E) were classified according to their motivation in respect of health and their educational attainment and arithmetical ability. They were randomly allocated to three groups. One group (test) was given a course in basic nutrition consisting of a video and booklet, each embellished with motivational material. Those classed as of low ability also received the training material in simplified format. A second group (control) received a video and booklet with no motivational or simplified materials. The third group (baseline) received no tuition and represented a control of publicly available information during the period of the experiment. The participants answered a series of questions by administered questionnaire to measure their nutritional knowledge before and one week after they viewed the video programme. All participants achieved significantly higher scores at the second questionnaire. The test and control groups achieved significantly higher scores than the baseline group but there was no significant difference between the test and control groups. The presentation of motivational or simplified materials had no significant effect on learning ability though those classified as more highly motivated and of higher ability achieved higher scores at each questionnaire. The results indicate that young adult females can be taught basic nutrition irrespective of their motivation or ability.

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Bean, Thomas W., and Helen J. Harper. "Exploring Notions of Freedom In and Through Young Adult Literature." Journal of Adolescent & Adult Literacy 50, no. 2 (October 2006): 96–104. http://dx.doi.org/10.1598/jaal.50.2.2.

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Baer, Allison L., and Jacqueline N. Glasgow. "Negotiating Understanding Through the Young Adult Literature of Muslim Cultures." Journal of Adolescent & Adult Literacy 54, no. 1 (September 2010): 23–32. http://dx.doi.org/10.1598/jaal.54.1.3.

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King, Edmund. "The Young Adult Frontier and the Perspective of Continuous Change." Comparative Education 28, no. 1 (January 1992): 71–82. http://dx.doi.org/10.1080/0305006920280108.

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Moore, John Noell. "Street signs: Semiotics,Romeo and Juliet,and young adult literature." Theory Into Practice 37, no. 3 (June 1998): 211–19. http://dx.doi.org/10.1080/00405849809543807.

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Best, Karin M., Stuart T. Hauser, and Joseph P. Allen. "Predicting Young Adult Competencies." Journal of Adolescent Research 12, no. 1 (January 1997): 90–112. http://dx.doi.org/10.1177/0743554897121006.

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Cook, Karen, Harold Siden, Susan Jack, Lehana Thabane, and Gina Browne. "Up against the System: A Case Study of Young Adult Perspectives Transitioning from Pediatric Palliative Care." Nursing Research and Practice 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/286751.

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Advances in pediatric care have not provided the interdisciplinary support services required by those young adults with pediatric life-threatening conditions (pedLTCs) who live beyond childhood but have limited expectations to live past early adulthood. These young adults, the first generation to live into adulthood, face multiple challenges transitioning from a plethora of pediatric palliative services to scant adult health services. In a case study, using an innovative bulletin board focus group, we describe the complex interplay of the health, education, and social service sectors in this transition. Our descriptions include system deficits and strengths and the young adults’ resilience and coping strategies to overcome those deficits and move forward with their lives. Young adults with pedLTC need knowledgeable providers, coordinated and accessible services, being respected and valued, and services and supports that promote independence. We recommend implementation of multidisciplinary solutions that are focused on young adult priorities to ensure seamless access to resources to support these young adults’ health, educational, vocational, and social goals. The input and voice of young adults in the development of these services are imperative to ensure that multisystem services support their needs and life goals.

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Miguel, Jose Carlos. "Mathematical education of young and adults: pedagogical implications of historical-cultural theory." Revista Brasileira de Educação do Campo 3, no. 2 (2018): 519–48. http://dx.doi.org/10.20873/uft.2525-4863.2018v3n2p519-2.

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Lawrence, Elizabeth M. "Why Do College Graduates Behave More Healthfully Than Those Who Are Less Educated?" Journal of Health and Social Behavior 58, no. 3 (June 28, 2017): 291–306. http://dx.doi.org/10.1177/0022146517715671.

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College graduates live much healthier lives than those with less education, but research has yet to document with certainty the sources of this disparity. This study examines why U.S. young adults who earn college degrees exhibit healthier behaviors than those with less education. I use data from the National Longitudinal Study of Adolescent to Adult Health, which offers information on education and health behaviors across adolescence and young adulthood ( N = 14,265). Accounting for selection into college, degree attainment substantially reduces the associations between college degree attainment and health behaviors, but college degree attainment demonstrates a strong causal effect on young adult health. Financial, occupational, social, cognitive, and psychological resources explain less than half of the association between college degree attainment and health behaviors. The healthier behaviors of college graduates are the result of sorting into educational attainment, embedding of human capital, and mechanisms other than socioeconomic and psychosocial resources.

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Zetlin, Andrea G., and Ashraf Hosseini. "Six Postschool Case Studies of Mildly Learning Handicapped Young Adults." Exceptional Children 55, no. 5 (February 1989): 405–11. http://dx.doi.org/10.1177/001440298905500503.

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Participant observation was conducted for 1 year with six mildly learning handicapped young adults following their graduation from high school Close attention was paid to the ways in which they managed the transition out of school and into more adult roles. During this year, all six floundered from job to job, class to class, and school to school. They expressed discontent and frustration with their present situation. They were at a loss to plan for the future and maintained an unrealistic appraisal of their skills. Their sense of self waxed and waned in keeping with their prospects, and the patience and frustration of family members vacillated as well.

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Gannon, Brittany, Rindcy Davis, Lisa M. Kuhns, Rafael Garibay Rodriguez, Robert Garofalo, and Rebecca Schnall. "A Mobile Sexual Health App on Empowerment, Education, and Prevention for Young Adult Men (MyPEEPS Mobile): Acceptability and Usability Evaluation." JMIR Formative Research 4, no. 4 (April 7, 2020): e17901. http://dx.doi.org/10.2196/17901.

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Background HIV incidence among young adult men who have sex with men (MSM), particularly among black and Latino men, continues to rise. As such, continued HIV prevention interventions for young MSM of color are of utmost importance. Male Youth Pursuing Empowerment, Education and Prevention around Sexuality (MyPEEPS) Mobile is a comprehensive HIV prevention and sexual health education smartphone app initially created to promote sexual health and HIV prevention among adolescent sexual minority young men aged 13 to 18 years. Objective The objective of this study was to critically appraise the acceptability and usability of MyPEEPS Mobile for young adult MSM aged 19 to 25 years. Methods Study participants used the mobile app, completed usability questionnaires and in-depth interviews, and reported their experience using the app. Analysis of interview data was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) to better understand the usability and acceptability of this intervention for young adults. Interview data were coded using the following constructs from the UTAUT model: performance expectancy, effort expectancy, and social influence. Results A total of 20 young adult MSM (n=10 in Chicago, Illinois, and n=10 in New York, New York) were enrolled in the study. Participants reported that MyPEEPS Mobile was free of functional problems (Health Information Technology Usability Evaluation Scale scores and Post-Study System Usability Questionnaire scores consistent with high usability), easy to use, and useful, with an engaging approach that increased acceptability, including the use of avatars and animation, and inclusive representation of the diverse identities by race and ethnicity, gender identity, and sexual orientation. Recommended areas for improving MyPEEPS Mobile for the target demographic included more adult-oriented graphics, advanced educational content, scenarios for youth with more sexual experience, and search function to increase accessibility of key content. Conclusions Overall, young adult MSM aged 19 to 25 years described the MyPEEPS Mobile as educational, informative, and usable for their sexual health education and HIV prevention needs, and they provided actionable recommendations to optimize its use and applicability for this age group.

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Henderson, Richard A., Robert Groves, and Sundus Henderson. "The genesis of an Adult Education programme in science." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 41–44. http://dx.doi.org/10.29311/ndtps.v0i2.432.

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Science and technology are now part of our everyday lives, and their impact will undoubtedly continue to grow in ever more sophisticated and subtle ways. Inevitably, this will lead to debates and controversy about the ethics and risks that science brings with it; debates in which the general public should be fully engaged. But many adults inevitably feel alienated from any involvement in such a debate because of their lack of scientific knowledge. There is a very urgent need to engage not only young people but also more mature adults in scientific discussion at levels that are both meaningful and serious. In Newcastle we are developing an adult science education programme which brings together local adult education providers, universities and industry to supply a cohesive series of short events which not only allow adults to learn and engage with contemporary science (and how it impacts on their everyday lives), but also offers the opportunity to progress to more advanced courses leading to formal qualifications. In this article we outline the development of this programme which was greatly assisted by the appointment of an ‘Adult Education Fellow’ (funded by The Higher Education Academy Physical Science Centre). Over the course of one year the Fellow established the consortium, identified what the detailed demand was, prepared the course and raised funds ready for its start in 2006.

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