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• W174187835 abstract "To investigate affective dimensions of adult literacy development more systematically, researchers conducted a qualitative comparative analysis of four women participating in an adult literacy program in Istanbul, Turkey. The contrastive study chose two participants who completed the course; each was matched with a participant who had dropped out. They were matched in terms of their spelling, letter identification, and word recognition levels at the beginning of the course. As much as possible, they were matched in terms of age and number of children. Responses to a lengthy, semi-structured interview before courses started were compared to detect differences in how they approached adult literacy classes. All reported they had attended any school because their elders thought it was inappropriate or useful, but all the letters on their own, indicating similar levels of cognitive ability. The four participants had very similar spelling, letter recognition, and word recognition scores at the beginning. The two completing participants had high levels of motivation and self-confidence as compared with the two noncompleters. The researchers say the cases illustrated that affective variables such as motivation and self efficacy are important in whether participants will complete or drop out of an adult literacy class, even when their beginning literacy levels and cognitive skills are comparable. (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement iUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do necessarily represent official OERI position or policy. Affective dimensions of adult literacy development Aydin Y. Durgunoglu University of Minnesota Duluth AERA presentation, Chicago, April 2003 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Although cognitive and linguistic factors play an important role in adult literacy development, affective factors need to be considered as well. As Comings, Parrella, & Soricone (2000) summarized, a key difference between adult and child literacy education is that adults have a choice in attending classes. Therefore adults' goals, needs and expectations affect their attendance, persistence and effort level and through those, the literacy outcomes. It has been a challenge to understand why some people persevere and give up when they experience uncontrollable, aversive events, whereas others develop a sense of learned helplessness and feel that whatever they do will change the outcome so it is no use to try (Seligman, 1975). It is important to understand these affective factors because cognitive outcomes are closely linked with them. For example, comparisons of good and poor adult readers' use of metacognitive skills indicated that good readers were more likely to persist and continue using the metacognitive strategies in order to comprehend the text even when the text was difficult. Poor readers, on the other hand, were likely to give up more easily when faced with a difficult text (Baker, 1989). Affective factors are particularly relevant for adult learners, who may have a disproportionate number of events in their lives that are beyond their control (e.g., lack of family support; poverty...). Current research on positive psychology indicates that individuals' explanations of adverse events are closely linked to their persistence and coping levels. Individuals who explain adverse events as caused by stable and internal factors are more likely to have lower expectations and feel depressed (Peterson & Vaidya, 2001). In our previous work, informal observations made us notice that a sense of self-efficacy, optimism about the possibilities in the future, and high levels of motivation were traits of individuals who stayed in an adult literacy program. If the participants attributed failure to stable and internal factors (I'm stupid), they were less likely to persist. Likewise participants who stated I'm too old, My time to learn has passed were showing less effort. To investigate the affective dimensions of adult literacy development more systematically, we conducted a qualitative comparative analysis of four women who were participating in an adult literacy program in Istanbul, Turkey. These participants were part of a bigger study involving many cognitive measurements, and interviews. Of the 57 participants in the original study, 38 had completed the course and 19 had dropped out. For this contrastive study, we chose two participants who had completed the course (hereafter labeled as completing) and matched each with a participant who had dropped out (hereafter labeled as not completing). In previous studies, existing literacy levels at the beginning of a course was found to be an important predictor of course completion rates. Therefore, we matched the completing and completing participants in terms of their spelling, letter identification and word recognition levels at the beginning of the course. Finally as" @default.
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• W174187835 title "Affective Dimensions of Adult Literacy Development." @default.
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