ABSTRACT

This qualitative study examines how intergenerational learning contributed to academic motivation among students of different ages in the Florida College System, the state’s community college system. The data for this study included 166 semi-structured focus groups with 375 students collected during site visits to 21 state colleges over a five-year period. This study considers both familial intergenerational learning, in which members of different generations in the same family learn from one another, and extrafamilial intergenerational learning, in which members of different generations not in the same family learn from one another. Overall, familial intergenerational learning was a more prominent theme than extrafamilial intergenerational learning. Both familial and extrafamilial intergenerational learning included three similar patterns: 1) older to younger learning, 2) younger to older learning, and 3) reciprocal learning, but familial intergenerational learning also included a fourth pattern of indirect intergenerational learning that is not reflected in extrafamilial intergenerational learning. Recommendations for practice are also provided including formalizing some of the informal forms of intergenerational learning that we highlight in our data.

摘要

这项定性研究探讨了代际学习如何促进佛罗里达大学系统（该州的社区大学系统）中不同年龄学生的学业动机。本研究的数据包括 166 个半结构化焦点小组，其中 375 名学生在五年期间对 21 所州立大学进行实地访问期间收集。本研究既考虑了家庭代际学习，即同一家庭中不同代的成员相互学习，也考虑了家庭外的代际学习，其中不同代的成员不在同一家庭中相互学习。总体而言，家庭代际学习比家庭外代际学习更突出。家庭和家庭外的代际学习都包括三种相似的模式：1) 年龄较大的学习，2) 年龄较小的学习，以及 3) 互惠学习，但家庭代际学习还包括第四种间接代际学习模式，该模式未反映在家族外代际学习中。还提供了实践建议，包括将我们在数据中强调的一些非正式的代际学习形式正式化。