SELF‐DIRECTED LEARNING BY THE ELDERLY: A REVIEW OF DISSERTATION ABSTRACTS, 1966‐1991

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Abstract
This study was designed to review self‐directed learning dissertation abstracts reported between 1966 and 1991 to (a) identify self‐directed learning dissertations that specifically address the elderly, (b) identify self‐directed learning dissertation abstracts that appear to have indirect implications for the elderly, (c) determine the implications of the research, and (d) draw conclusions. Seven dissertations, as reported by Long and Redding (1991), were identified. Four of these are concerned with the relationship between self‐directed learning and life satisfaction. Three are devoted to explicating the relationship between self‐directed learning and achievements in other critical life areas such as health care and financial management. Important implications of the research are noted, and the following conclusions are suggested. Self‐directed learning appears to be positively associated with life satisfaction and achievement in certain life‐skill areas, as six of the seven dissertations identify positive relations between self‐directed learning and selected dependent variables.

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