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Transformational Learning: an Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St

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Transformational Learning: an Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 12-18-2015 Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St. Louis Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Lundry, Susan Lorraine, "Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older" (2015). Dissertations. 131. https://irl.umsl.edu/dissertation/131 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. TRANSFORMATIONAL LEARNING: AN INVESTIGATION OF THE EMOTIONAL MATURATION ADVANCEMENT IN LEARNERS AGED 50 AND OLDER Susan L. Lundry A.A., St. Louis Community College, 2000 B.A., University of Missouri-St. Louis, 2002 M.Ed., University of Missouri-St. Louis, 2005 M.Ed., University of Missouri-St. Louis, 2013 Ed.S., University of Missouri-Columbia, 2015 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education December 2015 Advisory Committee E. Paulette Isaac-Savage, Ed.D. Chairperson Kathleen M. Haywood, Ph.D. Paul J. Wilmarth, Ph.D. John A. Henschke, Ed.D. Transformational Learning ii Abstract Human beings have spent much time and effort in trying to understand themselves, others, and their world. Mankind uses intellect when trying to understand life but the majority of people continue to encounter frustration, confusion, and a variety of obstacles when dealing with daily challenges and people. Theorists and researchers understand that successful existence requires more than mere knowledge; it requires a level of understanding, a form of wisdom foreign to the bulk of the populace. The missing ingredient for this kind of wisdom is the ability to ‘know thyself,’ which is the beginning of establishing a higher level of emotional maturity. This qualitative study focused on the transformational learning process of the adult learner, aged 50 and older. In studying the learning processes, an online survey was implemented and then Partridge's (1985, 2014) Maturity Reasoning Index Program (MRIP) was used as a psycho-educational program and administered after the participants answered five vignettes regarding current perspectives of five areas of their logic reasoning. After completing the MRIP, participants answered five additional vignettes regarding similar areas of reasoning. This study investigated participants’ transformational learning experiences as they developed a higher level of emotional maturity compared to previous reported emotional maturity findings. A group of 32 volunteers, recruited from a university listserv and networking among family and friends, spent several months completing the online study. The study included an initial four-part survey, a brief pre-test survey, an extensive psycho- educational program, and a brief post-test. At the end of the study, 23 participants completed the study. Findings indicate an increase in using a higher level of logic of Transformational Learning iii reasoning or potential transformation after completing the psycho-educational program. Additional research is recommended in the area of emotional maturation, life satisfaction, wisdom, and trust-of-self for adult learners aged 50 and older. Transformational Learning iv Acknowledgements The journey between what you once were and who you are now becoming is where the dance of life really takes place. Barbara Deangelis There are so many wonderful folks in my world who have supported me, sort of held my hand, as I have moved through and grown into this degree. First, I would like to thank Dr. John Henschke. Dr. Henschke without your open heart and overall kindness I would not have even entered into this program and others. Thank you a million times for all of your wonderful energy and relaxed mindset. You have definitely impacted my world and life. Next, many, many, many thanks to Dr. Paulette Isaac-Savage. You have been one of the best bosses, academic professors, mentors, and role models in diplomacy and academic writing skills. As the chair of my dissertation committee, I thank God for your patience and relaxed way of working with me. There is so much more I can say, however, please know that I am so very appreciative for all that you have done for me during these years of personal and academic growth. Next, again, many, many thanks to Dr. Kathleen Haywood. You have shown me and so many other learners such kindness and support. I’m taking this time to share my private words for you, Saint Kathie. As I move forward in my work with learners, I will remember you going the extra mile to support and allow us our ‘bumps’ in the road, while also maintaining a level of support as we move forward. There is much I can add, however, I sincerely thank you and intend to duplicate your mannerisms of kindness and ability to move forward through life’s challenging times. Transformational Learning v Next, my friend or buddy, Dr. Paul Wilmarth, certainly without your expertise in technology I could not have even begun this study. You have been a sounding board / confidant, a respectful committee member, and fellow learner. Many thanks for all that you have done for me during these years. I could easily go on and on and on. Please know how much I sincerely appreciate all of your support and kindness. Dear committee members, it is folks like you who make the challenges learners face doable and give us courage to stay focused and persevere. As I move forward in working with other learners of all levels and ages, I will remember and share with them some of my journeys and the support I have received; and, I will make certain that they know I am there for them as you were there for me. Many, many thanks to the learners, peers, colleagues, and friends who volunteered and spent many hours and a great amount of energy in completing my complex / lengthy study. I sincerely hope you received ‘at least’ a small amount, if not more, of growth and joy during that process. Without your kindness and participation in my study, I could not have completed this work. You have taught me the importance of supporting research and lending a hand as each of us move forward in our life’s journey. Please know that I am here for you in future endeavors as well. Thank you all so very much. Last, however not least, thank you to my friends and colleagues, in several institutions, who privately supported me as I worked to stay focused and complete this project. To my special family / group, I thank ‘the Girls,’ Alex, Missy, Tuxedo, Samantha, Shadow, Blue, Mackenzie, Sasha, and Ella. You were there during all of my Transformational Learning vi ‘ups and downs,’ patiently supporting me as I strived to regain and maintain my inner balance and peace. Thank you, I owe you all so much and deeply appreciate you. Transformational Learning vii Table of Contents CHAPTER ONE: INTRODUCTION ......................................................................................................... 1 PROBLEM STATEMENT ................................................................................................................................. 6 PURPOSE OF THE STUDY AND RESEARCH QUESTIONS .................................................................................. 7 SIGNIFICANCE OF THE STUDY ...................................................................................................................... 8 DELIMITATIONS ........................................................................................................................................... 9 DEFINITION OF TERMS ............................................................................................................................... 10 SUMMARY.................................................................................................................................................. 12 CHAPTER TWO: LITERATURE REVIEW ......................................................................................... 14 OLDER ADULT LEARNERS ................................................................................................................... 15 AGING ....................................................................................................................................................... 15 CHARACTERISTICS OF OLDER ADULT LEARNERS IN GENERAL .................................................................. 17 CHARACTERISTICS OF OLDER WOMEN VERSUS MEN AS LEARNERS .......................................................... 24 Role reversals in older adulthood ......................................................................................................... 27 Personality changes in older adults...................................................................................................... 30 LIFE SATISFACTION ............................................................................................................................... 36 AGING AND LIFE SATISFACTION ................................................................................................................ 36 Culture .................................................................................................................................................
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