Science for Education Today, 2019, No.1, pp.93-108

Structure of personal maturity of older people participating in lifelong educational programs

Zavialova I. Y. 1 (Chelyabinsk, Russian Federation), Soldatova E. L. 2 (Saint-Petersburg, Russian Federation)
1 South Ural State University (national research university)
2 Saint-Petersburg State University

Introduction. The authors investigate functional personality development of older people in the conditions of continuing education.
Purpose: to clarify the structure of personal maturity of older people participating in lifelong educational programs.
Materials and Methods. The sample consisted of 306 participants aged between 55 and 82 years. The study used a psycho-diagnostic set, which includes the following methods: E. Soldatova’s ego-identity structure test (modified by I.U. Zavialova ); A.V. Karpov and V.V. Ponomareva’s reflexivity technique; Rogers and Diamond’s Social and Psychological Adaptation diagnostic technique (modified by A. K. Osnitsky).
Results. In the model of personality integration of elderly person there are significant relationships between personal maturity and emotional comfort (r = 0.2 , p<0.001),personal maturity and self-acceptance (r = 0.19; p<0.001), personal maturity and acceptance of others (r = 0.24, p<0.001), personal maturity and internality (r = 0.19; p  0.001), and personal maturity and ego-identity achievement (r = 0.92; p<0.001). The empirical model of personal maturity as an integration confirms the theoretical model and the hypothesis that the ego-identity achievement is essential to the personality integration structure.
Conclusions. In conclusion, it is stated that personality components specific for older people, participating in lifelong learning, in the structure of ego-integration include self-acceptance, acceptance of others, emotional comfort, internality.


Lifelong education; Personal maturity; Identity; Integration; Age crisis; Education of the elderly; Model.

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Date of the publication 28.02.2019