Emotion-Focused Awareness Training in later life: Psychological well-being and quality of life outcomes in a lifelong learning context
Educational Gerontology, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/03601277.2026.2722061
- Dergi Adı: Educational Gerontology
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Abstracts in Social Gerontology, AgeLine, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo, Public Affairs Index, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Akdeniz Üniversitesi Adresli: Evet
Özet
Psychological well-being and quality of life are important components of adaptive aging, yet few psychoeducational interventions directly target emotional awareness in lifelong learning settings for older adults. This study examined the effects of an Emotion-Focused Awareness Training (EFAT) program delivered within such a setting. A quasi-experimental study with follow-up was conducted with adults aged 60 years and older (N = 98; M age = 72.45) enrolled in a university-based lifelong learning program in Türkiye. Participants were allocated to intervention (n = 56) and control (n = 42) groups based on voluntary self-selection. The intervention group completed a 10-session EFAT program; controls received no intervention. Psychological well-being and quality of life were assessed at baseline, posttest, and 6-week follow-up. Between-group differences were analyzed using Mann–Whitney U tests and baseline-adjusted regression analyses. No significant between-group differences were observed at baseline. Psychological well-being was higher in the intervention group at posttest (p =.024, r =.23) and follow-up (p <.001, r =.45); only the follow-up difference remained significant after adjustment (β = -.24, p =.018). Quality of life was higher in the intervention group at both posttest and follow-up (both p <.001; r =.45 and.42, respectively) and remained significant (posttest: β = -.40, p <.001; follow-up: β = -.34, p =.005). The findings suggest that emotion-focused psychoeducational interventions embedded within lifelong learning environments may support psychological well-being and quality of life in older adults, highlighting the potential value of emotional awareness within later-life learning contexts.