Declared Social Engagement as a Factor Differentiating Self-Efficacy in Adult Learning

Abstract

The aim of the study was to compare the level of self-efficacy in learning among adults who declared social engagement and those who did not. The research tool used was the Self-Efficacy in Adult Learning Scale (Pol. SPWSUD, Eng. SEALS). The empirical material consisted of data collected in a nationwide study of adults (N = 782). The participants were divided into three age groups corresponding approximately to the stages of early, middle, and late adulthood. The Mann–Whitney U test was applied. The results indicate a higher level of self-efficacy in learning among individuals declaring social engagement during middle adulthood