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  11. Strategies Of Coping With Existential Concerns In Educationally Active Older Adults

Strategies of coping with existential concerns in educationally active older adults

Artur Fabiś1, Marcin Muszyński2

  • 1Department of Pedagogy, WSB University, Dąbrowa Górnicza, Poland.

Aging & Mental Health
|August 4, 2024

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View abstract on PubMed

Summary
This summary is machine-generated.

Older adults actively learning cope with existential concerns through repression, escape, or engagement. Facing these issues promotes maturity and social adaptation, while avoidance may lead to a younger perceived age identity.

Area of Science:

  • Gerontology
  • Psychology of Aging
  • Lifelong Learning

Background:

  • Late adulthood intensifies existential concerns due to life reflection.
  • Older adults are vulnerable to existential experiences.
  • Active learning in older age may influence coping strategies.

Purpose of the Study:

  • To explore how educationally active older adults manage existential concerns.
  • To understand the relationship between learning and existential well-being in later life.

Main Methods:

  • Qualitative approach utilizing grounded theory.
  • Data collected through narrative and semi-structured interviews.
  • Eighteen interviews conducted with students from Universities of the Third Age.

Main Results:

Keywords:
Existential concernsdeath and dyingeducationally active older adultsqualitative inquiry

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  • Three themes emerged: self-perception of aging, effectiveness, and developmental tasks.
  • Three coping strategies identified: repression, escape, and engagement.
  • Participants differentiated their approaches to existential concerns based on these themes.

Conclusions:

  • Confronting or avoiding existential problems shapes older adult identity.
  • Readiness to face concerns fosters maturity, social adaptation, and support for others.
  • Ignoring concerns may lead to a younger subjective age identity.