Conceptions of learning, well-being and creativity in older adults

The goal of this study is to investigate the conceptions of learning shared by older adults\r\nand to assess the relationships of such conceptions with creativity and satisfaction with\r\nlife. A sample of 322 older adults (mean age = 72 years) attending Universities of the\r\nThird Age were administered the shortened version of a questionnaire aimed at capturing\r\nopinions and feelings associated to learning, a task from the Torrance Tests of Creative\r\nThinking, and the Satisfaction with Life Scale. Age, gender, schooling, occupation,\r\nmarital status, and hobbies of the participants were taken into account. Factorial analyses\r\nshowed that different conceptions of learning can be identified and that some of them\r\nare affected by age, gender, and the hobbies practised by the respondents. Older participants\r\nand women considered learning as an interpersonal and focused process to a larger\r\nextent. Older participants expressed negative feelings about learning, whereas women\r\nexpressed positive feelings. Satisfaction with life changed according to marital status with married people scoring higher. Creative skills decreased with age and were influenced by\r\ngender, level of education, marital status, and hobbies practiced. Associations between\r\nconceptions of learning and satisfaction with life and creativity emerged. Implications\r\nfor interventions addressing older adults’ well-being are discussed.