Psychological peculiarities of adult education: formal, non-formal and informal context
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374.7:159.923 (1)
Instrucție și educație în afara școlii. Continuarea educației. Educație permanentă (209)
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TOMA, Natalia. Psychological peculiarities of adult education: formal, non-formal and informal context. In: Studia Universitatis Moldaviae (Seria Ştiinţe ale Educației), 2021, nr. 5(145), pp. 137-142. ISSN 1857-2103. DOI: https://doi.org/10.5281/zenodo.4889106
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Studia Universitatis Moldaviae (Seria Ştiinţe ale Educației)
Numărul 5(145) / 2021 / ISSN 1857-2103 /ISSNe 2345-1025

Psychological peculiarities of adult education: formal, non-formal and informal context

Particularităţile psihologice ale educaţiei adulţilor: context formal, nonformal şi informal

DOI: https://doi.org/10.5281/zenodo.4889106
CZU: 374.7:159.923

Pag. 137-142

Toma Natalia
 
Universitatea de Stat din Moldova
 
Disponibil în IBN: 11 iunie 2021


Rezumat

The article is devoted to the analysis of psychological foundations of adult education and upbringing, namely psycho-logical theories that significantly influenced the development of the paradigm of adult education (behaviourism, activity theory, humanistic theory, genetic psychology, constructivist theory, etc.). At the same time, the psychological mechanisms of adult education are considered: motivation, interest, responsibility, and psychophysical characteristics of adult learners are also given.

Cuvinte-cheie
adult education, adult psychology, adult motivation, psychological mechanisms, non-formal education, lifelong learning, informal education,

educaţia adulţilor, psihologia adulţilor, motivația adulților, mecanisme psihologice, educația nonformală, educaţia permanentă, educația informală

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<dc:creator>Toma, N.</dc:creator>
<dc:date>2021-06-10</dc:date>
<dc:description xml:lang='en'><p>The article is devoted to the analysis of psychological foundations of adult education and upbringing, namely psycho-logical theories that significantly influenced the development of the paradigm of adult education (behaviourism, activity theory, humanistic theory, genetic psychology, constructivist theory, etc.). At the same time, the psychological mechanisms of adult education are considered: motivation, interest, responsibility, and psychophysical characteristics of adult learners are also given.</p></dc:description>
<dc:identifier>10.5281/zenodo.4889106</dc:identifier>
<dc:source>Studia Universitatis Moldaviae (Seria Ştiinţe ale Educației) 145 (5) 137-142</dc:source>
<dc:subject>adult education</dc:subject>
<dc:subject>adult psychology</dc:subject>
<dc:subject>adult motivation</dc:subject>
<dc:subject>psychological mechanisms</dc:subject>
<dc:subject>non-formal education</dc:subject>
<dc:subject>lifelong learning</dc:subject>
<dc:subject>informal education</dc:subject>
<dc:subject>educaţia adulţilor</dc:subject>
<dc:subject>psihologia adulţilor</dc:subject>
<dc:subject>motivația adulților</dc:subject>
<dc:subject>mecanisme psihologice</dc:subject>
<dc:subject>educația nonformală</dc:subject>
<dc:subject>educaţia permanentă</dc:subject>
<dc:subject>educația informală</dc:subject>
<dc:title>Psychological peculiarities of adult education: formal, non-formal and informal context</dc:title>
<dc:type>info:eu-repo/semantics/article</dc:type>
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