Abstract:

Adulthood is characterized by features that differentiate it from other ages, both biologically, cognitively and socially. At this age the learning process, its consistency, depends on the mobility of cognitive structures, the emotional and volitional availability of the individual.

The main objective of the paper is to determine the specifics of adult learning, as well as the relationship between social experience and the learning process. The premise from which we start is that engagement in learning is directly dependent on the socioprofessional experience of the individual.

The paper is based on an empirical research, without experimental manipulation, conducted on a sample of subjects, adults over 40 years, enrolled in various study programs that take place at the University "Dunărea de Jos" in Galati. The collected data has been statistically processed and can serve as a benchmark in understanding the mechanisms for achieving the learning process at this age.

The general analysis of the results illustrates the existence of a certain type of perception of the learning process in adulthood, as well as the existence of correlations between the involvement in learning and the socio-professional experience of the subjects. Generally, at this age, learning capitalizes on experience, focusing on the practical, realistic, and very little on the academic or formal component.

The results of this study can be correlated with the research done on the students, which allows a comparative approach, including from the perspective of the mechanisms underlying the learning process.

Keywords:

Learning, experience, adulthood, motivation, involvement.