Education and Self-Affirmation of Adults in Leisure

Abstract

The paper presents the results of research related to the examination of the relationship between education that adults undertake in their free time, on the one hand, and the scope, degree and manner in which they self-affirm in their leisure time on the other. By self-affirmation we mean the realization or actualization of oneself as a single being through the degree of satisfaction of various needs relevant from the point of view of personality integration. The notion of self-affirmation understood in this way, viewed in the context of leisure time, represents a constituent of the quality of leisure time in adulthood. Specifically, this paper presents the results related to the examination of the general level of the self-affirmation in leisure time, as well as the contribution of educational activities to self-affirmation in leisure time. The most significant of them advocate the existence of a universal need for self-affirmation in leisure time. More specifically, they concern self-affirmation in the context, of emotional well-being, commitment to the activities, in which adults choose to engage themselves in their leisure time and creativity. According to the dimensions of self-affirmation, the largest number of surveyed participants of educational activites is self-affirmed in the in the cognitive, yet the smallest number, in the emotional sence.