INTERACTIONS OF UNIVERSITY STUDENTS WITH ELDERLY INDIVIDUALS: AN INVESTIGATION INTO THE CORRELATES

Abstract

This study investigated the nature of the relationship between attitudinal, behavioral, and demographic variables and the self‐reported interactions of university students with elderly individuals. The Multiple Correlation‐Regression analysis sought to isolate the most powerful independent variables that would explain interactions with elderly individuals. Variables under consideration included sex, race, geographical location of hometown, socioeconomic status of parents, quality of elderly interactions, quality of grandparent interactions, personal normative beliefs, social normative beliefs, behavioral intentions, attitudes, and knowledge of the elderly. It was concluded that the variables of sex, quality of interaction with grandparents, personal normative beliefs, social normative beliefs, and knowledge contributed a significant (p < .05) proportion of the variation within the independent variable, interaction with elderly individuals. Females reported significantly higher interactions. As quality of grandparent relationship was rated more comfortable and friendly interactions also increased. More powerful personal and social beliefs regarding the student's perceptions of expected behavior were significantly associated with increased elderly interactions. This investigation provides a basis for program planning, implementation and evaluation based on behavior. Schools and other institutions and agencies may find this model useful for needs assessment as well as program evaluation.