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Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal Relationship Between Coping and Learning

Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal... Coping in adult learning-based environments is a relevant phenomenon because stressful experiences are inevitable at times. Three main types of coping strategies are distinguished to either solve the problem (problem-focused coping), avoid the problem (avoidance coping), or reduce anxiety and other negative emotions (emotion-focused coping) in learning-based contexts. The type of coping strategy impacts not only learning outcomes but it also affects stress levels and adults’ experience with learning. Allowing adults to reflect on their learning experiences has positive effects on their coping capacity and learning outcomes. This article reviews literature that shows interactions between learning and coping and vice versa and the role that reflection plays in strengthening this relationship. After providing an overview of the meaning of coping in adult experience, an analysis and suggestions for future research based on the research findings of the literature are presented. Finally, recommendations for practicing reflective learning in adult education programs are offered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Facilitating Coping Through Reflective Learning in Adult Education: A Review of the Reciprocal Relationship Between Coping and Learning

Adult Learning , Volume 29 (4): 10 – Nov 1, 2018

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References (42)

Publisher
SAGE
Copyright
© 2018 The Author(s)
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/1045159518776126
Publisher site
See Article on Publisher Site

Abstract

Coping in adult learning-based environments is a relevant phenomenon because stressful experiences are inevitable at times. Three main types of coping strategies are distinguished to either solve the problem (problem-focused coping), avoid the problem (avoidance coping), or reduce anxiety and other negative emotions (emotion-focused coping) in learning-based contexts. The type of coping strategy impacts not only learning outcomes but it also affects stress levels and adults’ experience with learning. Allowing adults to reflect on their learning experiences has positive effects on their coping capacity and learning outcomes. This article reviews literature that shows interactions between learning and coping and vice versa and the role that reflection plays in strengthening this relationship. After providing an overview of the meaning of coping in adult experience, an analysis and suggestions for future research based on the research findings of the literature are presented. Finally, recommendations for practicing reflective learning in adult education programs are offered.

Journal

Adult LearningSAGE

Published: Nov 1, 2018

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