Program For International Assessment Of Adult Competencies Research Articles

Digital Skills, STEM Occupation, and Job Automation Risks Among the Older Workers in the United States.

Advancing automation technologies are replacing certain occupations such as those involving simple food preparation more than occupations such as those in STEM fields (e.g., engineering and health care). Older workers generally face higher job automation risks in part due to their lower levels of digital skills. A better understanding of the associations between job automation risk, digital skills, and type of occupation (e.g., STEM vs non-STEM) can facilitate preparations for job automation and workforce population aging. We analyzed a nationally representative sample (N = 1,560) of middle-aged and older U.S. workers aged 50-74 years from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted-use file. The estimated job automation risks (i.e., percentage of jobs to be automated in the next decades) were derived from the previous studies. PIAAC digital problem-solving skills proficiency (measured on a scale of 0-500 points) was assessed based on a series of practical digital tasks (e.g., finding a job research website that does not require registration). Linear regression analysis showed that greater digital skill proficiency (b = -0.04, p < .05) and STEM occupations (b = -17.78, p < .001) each were associated with lower job automation risks, even after adjusting for a series of demographic, socioeconomic, and civic engagement characteristics. Education and labor policy interventions to promote digital skills among older workers and non-STEM workers may better prepare an aging workforce for the dynamic labor market needs in the United States.

EDUCATION, ADULT LITERACY SKILLS, AND JOB AUTOMATION RISK IN THE OLDER US WORKFORCE

Abstract Despite the overall benefits of technological advancement, ongoing job automation has disrupted the U.S. workforce. Of particular concern is that increasing levels of job replacement—driven by job automation—is likely to be a risk factor for economic uncertainty, both for workers and the labor market. Older workers with lower educational attainment and basic adult literacy are known to face challenges in learning new knowledge and skills, which are currently required to be competitive in a technology-driven labor market. Thus, this study aimed to examine the relationship between educational attainment, literacy proficiency, and previously published job automation risk by occupations. Using the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) data, we analyzed a nationally representative sample of middle-aged and older workers (age 45-74 years; n = 1,484). The results of the linear regression indicated that higher educational attainment (college or higher vs. less than high school: b = -14.11, p &amp;lt; 0.05) and greater literacy proficiency (score 0-500 points: b = -0.06, p &amp;lt; 0.05) were associated with lower job automation risks (0-100 % replacement in the next decades) among middle-aged and older U.S. workers, accounting for the covariates (R-squared = 0.18). In alignment with the federal Workforce Innovation and Opportunity Act, these findings offer empirical support for policies and interventions that are purposefully designed to boost the human capital (i.e., knowledge and skills) of middle-aged and older workers through adult education and literacy training to lower their job automation risk, thereby increasing their level of job security.

Data from the Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): 2012&amp;ndash;2016

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) was conducted in the United States in 2016 with young adults (age 19) who participated in PISA 2012 when they were in high school (age 15). PISA YAFS was designed to measure the relationship between performance on PISA 2012 and subsequent outcomes (education, employment, etc.) as well as skills. These skills were assessed in an online assessment of literacy, numeracy, and problem-solving skills called Education and Skills Online (ESO). ESO was developed to provide individual-level results linked to the Program for International Assessment of Adult Competencies (PIAAC).

NUMERACY SKILL USE AMONG MIDDLE-AGED AND OLDER WORKERS IN THE US

Abstract In numeric information-rich societies, numeracy is essential both at work and in everyday life (e.g., calculating a budget). Numeracy skills generally decline with aging. Thus, among middle-aged and older workers, maintaining and improving numeracy skills is crucial to securing employment as well as managing everyday life. One of the counteracting strategies is to practice numeracy. However, little is known about how and what kinds of numeracy skills are used among older workers. We analyzed a nationally representative sample of U.S. workers aged 45 to 74 (n = 3,850) from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted-use-file. Six dichotomous numeracy use indicators (e.g., calculating a budget, using advanced statistics) at work and in everyday life were considered. Survey weighted latent class analysis (LCA) identified three subgroups with distinctive numeracy skill use patterns, including ubiquitous (both at work and in everyday life) users, occupational users, and non-users. For example, calculating a budget was common both in non-users (40%) and ubiquitous users (84%), whereas uncommon among occupational users (25%). Also, only ubiquitous users practiced advanced math and statistics (14%), while others did not (nearly 0%). The subsequent regression analysis revealed that higher educational attainment, higher income, certain racial group (i.e., Whites), and better self-rated health were associated with greater numeracy skill use. The lack of numeracy skill use leads to lower skill levels and, in turn, social and economic disadvantages in later life. In addition to more detailed LCA results interpretations, possible policy and educational interventions are evaluated.

THE ROLE OF EDUCATION AND LITERACY SKILLS ON MIDDLE-AGED AND OLDER VOLUNTEERS BY RACE AND ETHNICITY IN THE US

Abstract Volunteer participation is a form of civic engagement that benefits both the individual and society over the life course. Although education, basic skills (e.g., literacy), and race/ethnicity are individually associated with volunteering, detailed interrelations are yet to be explored. Guided by the integrated theory of volunteer work and the notion of productive aging, the goal of this study was to examine the roles of education and adult literacy in the context of volunteering in later life across racial and ethnic groups (Whites, Blacks, Hispanics) in the U.S. Using the nationally representative sample of middle-aged and older adults (age 45+; n = 3,770) from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC), structural equation modeling was constructed to evaluate mediation relationships among education, literacy, and volunteering by racial and ethnic groups. Results show no statistically significant mediation (a.k.a., indirect) effect of education on volunteering through literacy, nor was there statistically significant difference in the mediation effect across racial and ethnic groups. However, there were statistically significant differences in the direct effect of education on volunteering between Black adults and White adults [b(Black) = 0.44 versus b(White = 0.24), p &amp;lt; 0.05], as well as Black adults and Hispanic adults [b(Black) = 0.44 versus b(Hispanic) = 0.08, p &amp;lt; 0.05]. These findings indicate that higher education was more strongly associated with volunteering among older Black adults, compared to White and Hispanic counterparts. Suggested policy implications include support for the promotion of volunteer participation through culturally and socioeconomically sensitive approaches.

THE ROLE OF EDUCATION AND LITERACY SKILLS ON MIDDLE-AGED AND OLDER VOLUNTEERS BY RACE AND ETHNICITY IN THE US

Abstract Volunteer participation is a form of civic engagement that benefits both the individual and society over the life course. Although education, basic skills (e.g., literacy), and race/ethnicity are individually associated with volunteering, detailed interrelations are yet to be explored. Guided by the integrated theory of volunteer work and the notion of productive aging, the goal of this study was to examine the roles of education and adult literacy in the context of volunteering in later life across racial and ethnic groups (Whites, Blacks, Hispanics) in the U.S. Using the nationally representative sample of middle-aged and older adults (age 45+; n = 3,770) from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC), structural equation modeling was constructed to evaluate mediation relationships among education, literacy, and volunteering by racial and ethnic groups. Results show no statistically significant mediation (a.k.a., indirect) effect of education on volunteering through literacy, nor was there statistically significant difference in the mediation effect across racial and ethnic groups. However, there were statistically significant differences in the direct effect of education on volunteering between Black adults and White adults [b(Black) = 0.44 versus b(White = 0.24), p &amp;lt; 0.05], as well as Black adults and Hispanic adults [b(Black) = 0.44 versus b(Hispanic) = 0.08, p &amp;lt; 0.05]. These findings indicate that higher education was more strongly associated with volunteering among older Black adults, compared to White and Hispanic counterparts. Suggested policy implications include support for the promotion of volunteer participation through culturally and socioeconomically sensitive approaches.

Motivation to learn by age, education, and literacy skills among working-age adults in the United States

This study highlighted how particular intersections of personal characteristics were related to Motivation to Learn (MtL) among adults. MtL is a prerequisite for adult education and training participation. However, little is known about MtL across subpopulations due to several methodological limitations. This study developed a national profile of MtL by key subpopulations that are defined by combinations of age, gender, education level, and literacy proficiency in the United States. Data were obtained from 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted use file (N = 8400). The alignment optimization (AO) method was employed to estimate subpopulation means of a PIAAC-based latent MtL construct. Subpopulations with younger age, greater educational attainment, and higher literacy proficiency showed significantly greater MtL.

Literacy and self-rated health: Analysis of the Longitudinal and International Study of Adults (LISA)

The relationship between education and health is well-established. The empirical literature finds that individuals with higher levels of education experience lower risks of poor health outcomes compared to individuals with less education. Outstanding to this literature is the examination of a dimension of education – literacy – and its association with health. The objective of this study was to examine the relationship between literacy (reading, numeracy) and health (self-reported health). We use data from the 2012 wave of the Canadian Longitudinal International Survey of Adults (LISA). The LISA includes rich information on health, broader sociodemographic characteristics (income, age, sex, etc.) as well as information on literacy skills from the Program for International Assessment of Adult Competencies (PIAAC). Using logistic regression, we first reaffirm the association between education and self-reported health. We then find that after controlling for measures of literacy, understood as proficiency in reading and numeracy, the magnitude of effect of education on health is reduced. Skills in literacy reduce the risk of reporting poor health, but only for the older subset of respondents (ages 40–65). Our results suggest that literacy should not be understated in empirical research on education and health, and in fact serve to sharpen our understanding of how education impacts health by drawing attention to indirect pathways.

Motivation to Learn and Multilingualism across the Adult Life Stages in the U.S.

Lifelong learning or continuing education over the life course has become necessary to navigate a rapidly changing technological landscape. Motivation to learn (MtL) is essential for facilitating lifelong learning. In the U.S., most of the educational opportunities are available in English. Moreover, little is known about associations between being multilingual and MtL across the life stages. This study analyzed nationally representative data from the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC) restricted use file (RUF). Using a previously established latent MtL construct, structural equation models were estimated by four age groups --- 25-34 (n = 2,310); 35-44 (n = 1,610); 45-54 (n = 1,670); and 55 and older (n = 2,620). Results showed that being multilingual was associated with greater MtL among younger age groups, including age 25-34 (b = 0.20, p = 0.01) and 35-44 (b = 0.28, p < 0.001), after adjusting for the demographic, socioeconomic and health characteristics of individuals. Multilingualism was not associated with MtL among older age groups, including 45-54 (b = 0.06, p = 0.50) and 55 and older (b = 0.13, p = 0.19). Findings suggest that education policies that target younger multilingual adults are likely to be effective while enhancing MtL of monolingual (i.e., English-speaking only) adults seems to be a necessary first step. Yet, a similar approach may not be effective for older adults, arguably due to more diverse life circumstances, educational needs, and learning style preferences. More detailed interpretations of empirical results and theoretical explanations are needed.

Age, Period, and Cohort Effects on Literacy Skills across Life Stages

Literacy skills are essential adult competencies for economic, social, political and cultural participation, which are linked to higher quality of life. Literacy skills are known to be lower for older age groups. However, relatively little is known about cohort and period effects, which provide clues to the sociohistorical impacts on literacy, in addition to the well-known age effects, over the life course. This study analyzed three nationally representative cross-sectional survey data of the U.S. adults at five time points, from the 1994 International Adult Literacy Survey (IALS), 2003 Adult Literacy and Life Skills Survey (ALL), and the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC). The total analytic sample was 17,450 adults age between 18 and 65 years old. The literacy measures were re-scaled (0-500 points) to be comparable across the surveys. An age-period-cohort hierarchical linear model (i.e., cross-classified random effects model) was constructed using the Bayes estimator. Individuals were cross-classified based on 14 five-year birth cohort and 5 periods (survey years) information. Results showed that literacy skills improved [95% credibility-interval (CI) for linear effect of age = (0.31, 1.07), but the rate of improvement declined over time, faster rates of decline in later life stages [95% CI for quadratic effect of age = (-0.17, -0.09)]. Additionally, the notable variability across the cohorts and periods [95% CI variances = (5.34, 52.52) and (2.30, 172.01), respectively] were identified. Possible explanations for the identified age, period and cohort effects on literacy and implications for adult competencies in later life are evaluated.

Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States

Research on factors associated with motivation to learn (MtL) is limited, particularly among middle-aged adults and immigrants. This study examines educational attainment, literacy skills, and nativity (foreign-born vs. native-born) as predictors of MtL in middle-aged adults living in the United States. Nationally representative data of middle-aged adults between the ages of 40 and 65 years were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were used to assess the validity of the latent MtL construct and to examine the associations with the selected determinants in middle-aged adults. Postsecondary education degrees and higher literacy skills were linked with greater MtL. However, foreign-born individuals had lower MtL than their US-born counterparts. Educators and researchers should be aware of lower educational attainment, limited literacy skills, and being an immigrant as possible demoting factors of MtL, and in turn, barriers to lifelong learning participation among middle-aged adults.

Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.

This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher educational attainment, increased labor force participation, and greater income, and as new data becomes available, it is important to re-examine AET participation by gender and race/ethnicity in the U.S while controlling for educational attainment and literacy skills. This study employed the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) public-use file (PUF). Binary logistic regression was used to examine (1) any AET, (2) formal AET, and (3) non-formal AET across all variables of interest. Indeed, educational attainment and literacy skills are associated with greater AET participation. Further analyses showed that more women than men participated in all forms of AET, and there were some variations in AET participation by racial/ethnic minorities. More Black, Hispanic, and other racial/ethnic minority adults participated in formal AET, and more Black adults participated in all forms of AET, compared to their White counterparts. This study also provides within-race/ethnicity group variations.

Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US

Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills, and digital problem-solving skills were positively associated with nonformal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors.

E-Mail-Related Problem-Solving Behaviors Across Age Groups: An Analysis of Log File Data

Email is one of the most common and useful online communication tools. However, older adults tend to have difficulties fully taking advantage of email. Organizing the information in the email software environment and sending a message to selected recipients are examples of common email-related problem-solving. To date, little data are available to understand the email-related problem-solving behaviors of older adults. Nationally representative survey data and log-file data of the U.S. adults (n = 1,341) are derived from the 2012 Program for International Assessment of Adult Competencies (PIAAC), which provides computer-based assessment data on problem-solving skills. The PIAAC respondents used the computer device and solved the problems in the simulated email environment. Descriptive summary showed that those 55 years and older took longer (169 seconds), referred to the help menu (15%) and used the cancel button (26%) more often than younger age groups (e.g., age 25-34; 103 seconds, 3% and 17%, respectively) in one of the tasks. Additionally, binary logistic regression showed that taking longer time (odds-ratio = 0.99, p < 0.05) and using the help menu (odds-ratio = 0.85, p < 0.05) were associated with the incorrect answer to the email problem-solving, although the findings varied across different types of problems. These unique findings from the combination of survey and log-file data analyses suggested that some older adults may benefit from the training for common email-related problems rather than teaching themselves. Detailed descriptions of computer-based assessment log file data and other results are also evaluated in this study.

Assessing Health Literacy Among East Asian Older Populations

Health literacy assessment tools that are designed and validated specifically for East Asian older adults are limited. This session reviews the existing health literacy assessment tools and discusses possible applications in East Asian older adults. As an alternative to the population-level health literacy assessment, the general literacy measures and assessment approach in the Program for International Assessment of Adult Competencies (PIAAC) data are discussed. As a case demonstration, the PIAAC literacy measures in Japan and Korea are summarized and evaluated for the applicability in aging and health research with East Asian older adults.

Education and Literacy in the Digital Divide: Cross-National Comparison of East Asia and the USA

The disproportionate access to, and utilization of, modern information, communication and computer technologies in later life (or Digital divide) is widely recognized as a major problem in economically developed nations. Extant research has established that the digital divide is largely contingent on advanced age and socioeconomic status (e.g., educational attainment). Yet, most studies have exclusively focused on Western populations. Thus, the objective of this study was to examine patterns in the digital divide by educational attainment, and identify the role that basic skills (i.e., literacy) play in shaping cross-national differences. Internationally representative data of adults aged 45 years and older from Japan, South Korea, and the US were obtained from the Program for International Assessment of Adult Competencies (PIAAC). The PIAAC data include information on everyday digital technology use (e.g., computer device, email, online information and transactions), sociodemographic characteristics, and systematic literacy assessments (score 1-500). Based on results from weighted binary logistic regression models that used the moderator function, the effects of education on email use were significantly weaker (odds-ratio = 0.78, p < 0.05) in Japan vs. US, but equivalent in Japan vs. South Korea (p > 0.05). Additionally, education (odds-ratio = 1.22, p < 0.05) and literacy (odds-ratio = 1.01, p < 0.05) were consistent predictors a digital divide, and the effects of literacy were similar across all three nations (p > 0.05). Theoretical explanations of findings and other results are discussed in cultural contexts.

A Practical Guide for Analyzing Large-Scale Assessment Data Using Mplus: A Case Demonstration Using the Program for International Assessment of Adult Competencies Data

In order to promote the use of increasingly available large-scale assessment data in education and expand the scope of analytic capabilities among applied researchers, this study provides step-by-step guidance, and practical examples of syntax and data analysis using Mplus. Concise overview and key unique aspects of large-scale assessment data from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) are described. Using commonly-used statistical software including SAS and R, a simple macro program and syntax are developed to streamline the data preparation process. Then, two examples of structural equation models are demonstrated using Mplus. The suggested data preparation and analytic approaches can be immediately applicable to existing large-scale assessment data.

Predictors of Motivation to Learn Among Middle-Aged and Older Men in the United States

Middle-aged and older men are less likely than women to participate in adult education and training (AET) outside of their work. AET is known to provide psychological, social and economic (e.g., job-related skills) benefits throughout the life course. Research has shown that motivation to learn (MtL) is the key to promoting AET. The objective of this study is to identify MtL predictors among middle-aged and older men in the U.S. Nationally representative data (n = 1,450) of men aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine how a latent MtL construct measured by four 5-point Likert-type itemsMtL might be predicted by participant characteristics. Results showed that having a postsecondary degree (vs. high school or less; b = 0.19, p < 0.05), higher literacy skills (0-500 points; b = 0.01, p < 0.05), at least one parent/guardian with a postsecondary degree (vs. those without; b = 0.08, p < 0.05) and better self-rated health (b = 0.14, p < 0.05) were associated with greater MtL. Additionally, Black (b = 0.22, p < 0.05) and Hispanic (b = 0.19, p < 0.05) men showed greater MtL than White men. Overall, socioeconomic status indicators and race/ethnicity were linked to MtL. Given the known challenges involved in middle-aged and older men’s participationin AET (e.g., low and short-term participation), enhancing MtL may have long-term implications. Theoretical explanations and possible policy implications are evaluated.

Lifelong Bilingualism and Literacy Skills Use Among Hispanic Adults

Literacy skills use in everyday life is associated with social (e.g., civic participation) and economic (e.g., higher wages) benefits throughout the life course. Yet, the use of literacy skills may be lower among immigrants and those with limited language proficiency. No prior research examined associations between bilingualism in early life — a critical period for language acquisition — English literacy skills, and the use of literacy skills in later life of Hispanic adults. The objective of this study is to determine whether lifelong bilingualism (i.e., learning a second language in childhood and still understanding today) is associated with Hispanics’ everyday use of literacy skills later in life. Nationally representative data (n = 412) of Hispanics 35 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). A series of logistic regression models were used to examine the associations between lifelong bilingualism and several measures of literacy skills use in everyday life. Results showed that lifelong bilingualism (vs. being monolingual) was negatively associated with the daily use of letters, notes, and e-mails (Odds Ratio = 0.426, p< 0.05), reading financial statements (Odds Ratio = 0.474, p< 0.05), and reading diagrams (Odds Ratio = 0.391, p< 0.05). Additionally, literacy was a consistent predictor of skill use. While bilingualism is generally beneficial for aging adults, our findings suggest that, among Hispanics, lifelong bilingualism is associated with the less frequent use of literacy skills later in life. We discuss the possible theoretical and practice implications of these findings.

Literacy Skills, Immigration, and Motivation to Learn Among Middle-Aged and Older Adults in the United States

Education and training over the life course or lifelong learning has become critical in the fast-changing U.S. society. Foundation skills (e.g., literacy), motivation, curiosity, as well as access to learning opportunities are essential to promote lifelong learning. Despite the importance of these promoting factors, empirical research focusing on complex relationships between literacy skills, immigration and motivation to learn (MtL) among middle-aged and older adults is scarce. The objective of this study is to examine how literacy skills and immigration (vs. U.S. born) are associated with MtL among middle-aged and older adults in the U.S. Nationally representative data (n = 8,670) of adults aged 45 years and older were obtained from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Structural equation models were constructed to examine the formerly tested and validated latent MtL construct based on four 5-point Likert-type scale items among the sub-population of interest. Results showed that higher literacy skills (0-500 points; b = 0.002, p < 0.05) was associated with greater MtL. Additionally, immigrants were less likely (b = -0.114, p < 0.05) to have greater MtL than those who are non-immigrants (i.e. U.S. born). Higher literacy skills may indicate positive experiences in previous adult education and training and greater readiness for further learning. Findings from this study provide new empirical evidence of lifelong learning determinants. Educators and researchers should be aware of limited literacy and being an immigrant as potential barriers to knowledge-seeking in later life.