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Volunteer participation benefits societies and individuals. The objective of this study was to examine the roles of education and adult literacy in formal volunteering among a nationally representative sample of the U.S. middle-aged and older adults (45-74 years) by race and ethnicity (Whites, Blacks, Hispanics). Using cross-sectional data (n = 3,770) from the 2012/2014/2017 Program for the International Assessment of Adult Competencies (PIAAC), structural equation models were used to determine mediation relationships among educational attainment, literacy, and volunteering. The effect of educational attainment on formal volunteering was significantly greater among middle-aged and older Black adults compared to their Hispanic counterparts, as well as among middle-aged and older White adults compared to their Hispanic counterparts. However, literacy was the education-volunteering mediator among White adults only. Suggested policy implications include support for volunteer participation through culturally and socioeconomically sensitive approaches along with human capital development in adult life stages. [This paper was published in "Educational Gerontology" Oct 2022.]

Job automation is a topical issue in a technology-driven labor market. However, greater amounts of human capital (e.g., often measured by education, and information-processing skills, including adult literacy) are linked with job security. A knowledgeable and skilled labor force better resists unemployment and/or rebounds from job disruption brought on by job automation. Therefore, the purpose of this study was to advance understanding of the association between educational attainment and literacy, and job automation risk. Using the 2012/2014/2017 Program for the International Assessment of Adult Competencies (PIAAC) data, survey-weighted linear regression was used to model the risk of job automation as a function of education, and literacy proficiency. Higher educational attainment (college or higher vs. less than high school: b = -18.23, p < 0.05) and greater literacy proficiency (score 0-500 points: b = -0.038, p < 0.05) were associated with a decrease in job automation risk among the U.S. workforce. [This paper will be published in "Journal of Adult and Continuing Education."]

Background: The subpopulation of adults depends on non-online health information sources including their social networks and health professionals, to the exclusion of online sources. In view of the digital divide and health information disparities, the roles of race/ethnicity and digital skills are yet to be explored. Methods: A nationally representative sample of 6,830 adults from the Program for the International Assessment of Adult Competencies (PIAAC) was analyzed, using binary logistic regression. Results: Black adults and adults with higher digital skills were less likely to be reliant on non-online health information sources, compared to White adults and those with lower digital skills, respectively. Discussion: Differences in non-online health information source reliance by race/ethnicity and digital skills might be further nuanced by the relevant demographic and socioeconomic characteristics. Increasing digital skills may expand one's health information sources to include reliable online sources and empower adults to promote their health. [This paper will be published in the "Journal of Immigrant and Minority Health."]

In this chapter, we discuss changes in the age structure of the labor force, the need for continued skill upgrading over the life course to remain employable, patterns of participation in adult learning and development activities, and the role community colleges play in providing education and training to middle-aged and older adults. In an increasingly global and technology-based economy, it is relevant to compare the U.S. to other developed countries. [This paper was published in: E. F. Fideler (Ed.), "Handbook on Aging and Work" (pp. 327-347). Rowman & Littlefield, 2022.]

Volunteering, STEM education and occupation, and information-processing skills such as literacy, numeracy, and digital problem-solving skills are important indicators of a nation's well-being as they represent civic engagement, economic development, and the human capital of the population. Although these critical social indicators have been previously examined in silos, the interrelationships are yet to be examined in the adult populations in the United States. The current study analyzed the 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC) data of adults aged between 25 and 65 years old (n = 8,330). Results from the structural equation model showed that STEM education and occupation as well as information-processing skills, independently promote volunteer participation. Also, STEM education and occupation are positively associated with information-processing skills. Yet, when simultaneously examining the mediation relationship, STEM education, and occupation are no longer promoters of volunteering. Findings from the current study provide preliminary education, labor, and social policy implications for promoting the nation's economy and well-being and inform future research to disentangle complex interrelationships across the important social indicators. [This paper was published in "Social Indicators Research.]

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. [This is the online version of an article published in "Journal of Adult and Continuing Education."]

Despite increasing demand in distance education, relatively little is known about the demographic and socio-economic characteristics as well as basic skill levels of adult distance education participants at the national level in the U.S. This study analyzed the U.S. data from 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of non-formal (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 non-formal 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. [This paper will be published in "Adult Education Quarterly."]

Using data from the Program for the International Assessment of Adult Competencies, this paper compares the earnings premium and employment share of jobs in Science, Technology, Engineering and Mathematics (STEM) across 11 member countries of the Organisation for Economic Co-operation and Development. The results reveal that the STEM wage premium is higher in the United States than in any of the other comparison countries, despite the fact that the U.S. has a larger share of workers in STEM jobs. We also find evidence that the premium varies significantly across STEM sub-fields and education levels, and that the premium tends to be higher in countries with lower unionization rates, less employment protection, or a larger share of employment in the public sector. [This is the online first version of an article published in "New Horizons in Adult Education and Human Resource Development."]

Advancing technology such as artificial intelligence and robots is steadily replacing jobs in the USA. Continuous skill-upgrading and re-skilling are critical for workers to remain employable throughout their careers. In these social and economic contexts, community colleges play significant roles to provide workforce education and training because of their open admission, lower tuition, and shorter and more specific occupational programs compared to four-year universities. However, the detailed data of jobs at risk of automation are currently unavailable. This study used the national occupation and risk-of-automation data (Frey & Osborne, 2017) to estimate specific numbers of jobs at risk by industries and age groups. Results showed that approximately 48% of the jobs could be replaced within two decades. Four industries (1) service; (2) sales and office; (3) natural resources, construction and maintenance; and (4) production, transportation, and material moving were at a particularly higher risk (up to 75%). At the same time, computer, engineering, and health care occupations had a lower risk (up to 12%). The estimated numbers of jobs at risk informs community colleges' strategic planning. [This is the advance online version of an article published in "Community College Journal of Research and Practice."]

Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong education opportunities, particularly for low-skilled adults in the labor force, has been lacking. The Organisation for Economic Cooperation and Development (OECD) identified three models for funding adult learning: (1) individual learning accounts; (2) individual savings accounts; and (3) training vouchers. The current study discusses examples of these models, either proposed or implemented, across four countries or economic blocks - France, Canada, the United Kingdom, and the United States. In addition, to understand the importance of providing funding for education and training to adults with low levels literacy skills, we use data from the Program for the International Assessment for Adult Competencies (PIAAC) to compare participation in adult education and training (AET) by literacy skill levels. In all countries examined, adults with low literacy skills participated in AET at lower rates than those with middle and high levels of literacy skills. To be successful in reaching adults most in need of skill upgrading, financing models need to provide adequate funds for meaningful skill upgrades, have well-structured information sources (e.g., websites) that are easily navigated by the target population, and include policies to screen educational providers for program quality. [This paper will be published in "Adult Learning."]

Background: Several statistical applications including Mplus, STATA, and R are available to conduct analyses such as structural equation modeling and multi-level modeling using large-scale assessment data that employ complex sampling and assessment designs and that provide associated information such as sampling weights, replicate weights, and plausible values to facilitate these analyses. However, to date, little guidance is available for applied researchers in Education. In order to promote the use of 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. Methods: 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. Results: With the practical guidance and resources provided in this study, education researchers can efficiently prepare and analyze large-scale assessment data such as PIAAC and similar dataset using Mplus. Some methodological limitations are also highlighted. Conclusions: This study summarized the key aspects of large-scale assessment data from PIAAC, and provided practical guidance and tools including a macro program and syntax to conduct advanced statistical analysis in Mplus. The suggested data preparation and analytic approaches can be immediately applicable with existing large-scale assessment data, although further refinement could be carried out in future research. [This paper was published in "Journal of Educational and Behavioral Statistics" (EJ1300359).]

Objectives: Routine cancer screening is widely recognized as an effective preventive strategy to reduce cancer mortality -- the second leading cause of death in the U.S. However, cancer screening requires a complex array of tasks such as seeking up-to-date guidelines, making appointments, planning hospital visits, and communicating with health care professionals. Importantly, modern health care largely relies on technology to disseminate the latest information and administer the system. Yet, little is known about the technology-related skills that are relevant to regular cancer screening. This study examined the association between problem-solving skills in the technology-rich environment (PSTRE) and cancer screening in later life. Methods: Using 2012/2014 Program for International Assessment of Adult Competencies data, binary logistic regressions with survey weights were used to estimate the association between PSTRE and four cancer screening behaviors among the corresponding target populations aged between 45 to 74 years old (n = 1,374 for cervical screening; n = 1,373 for breast screening; n = 1,166 for prostate screening; n = 2,563 for colon screening). Results: Results showed that greater PSTRE scores (0 - 500 points) were significantly and positively associated with prostate cancer screening (OR = 1.005, p < 0.05) among men, but not with colon (men and women) or cervical or breast (women) cancer screenings. Conclusions: Improvement in PSTRE may promote specific cancer screening behaviors. Our findings inform future policy discussions and interventions that seek to improve cancer screening among a vulnerable section of older populations. [This paper will be published in "European Journal of Cancer Prevention."]

Background: Online health information is underutilized among Hispanics with low English proficiency in the U.S. This study examines the association between a unique measure of general English literacy, language use, and online health information seeking among Hispanic adults. Methods: Data for Hispanics ages 25-65 (N?=?700) come from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Binary logistic regression models were used to predict online health information seeking as a function of literacy skill scores (0-500 points) and primary language use (Spanish vs. other). Results: Literacy (Odds-Ratio?=?1.012, p?< 0.001) was a positive predictor, while speaking Spanish at home (Odds-Ratio = 0.352, p?< 0.01) was a negative predictor of online health information seeking. Conclusion: Literacy skills and language use appear to be separate contributors of online health information seeking among Hispanic adults. Practice implications: Online health information providers should be aware of literacy skills and Spanish language use as barriers to online health information seeking among Hispanics, particularly those who have both limited literacy skills and predominantly Spanish language use. [This is the in press version of an article published in "Patient Education and Counseling" (ISSN 0738-3991).]

Adult numeracy is one of the essential skill sets to navigate through numeric information-rich labor markets in general, and STEM industries in particular. Yet, relatively little is known about how numeracy skills are used in different settings in the USA. This study examined numeracy skill use patterns of STEM and non-STEM workers at work and home. Data were obtained from the 2012/2014/2017 Program for International Assessment of Adult Competencies, USA restricted-use file. Adults who were employed and aged between 25 and 65 years old (n = 5,220) were included in this study. Latent class analysis revealed four numeracy skill use patterns: non-users, non-occupational (i.e., at home) simple numeracy users, ubiquitous numeracy users, and occupational numeracy users. Additional multinomial logistic regression analysis showed that the STEM occupation was associated with a greater likelihood of being ubiquitous users than being non-occupational simple users. Results also showed that numeracy proficiency, socioeconomic statuses (i.e., educational attainment and income), as well as demographic characteristics (i.e., gender and race/ethnicity), were predictive of the numeracy skill use patterns in terms of the level of engagement and settings. Findings from this study inform policies and interventions which promote skill engagement and improvement among workers in the USA. [This paper will be published in "International Journal of Lifelong Education."]

The objective of this study is to examine the associations between the motivation to learn, basic skills (i.e., literacy and numeracy), and organized adult education and training (AET) participation among the middle-aged and older adults in the USA. Rapid technological advancement and globalization necessitate individuals to engage in lifelong learning to actively participate in society. However, little is known about the roles of motivation to learn and basic skills in the AET participation in the U.S. adult population. We obtained the data from the 2012/2014 Program for International Assessment of Adult Competencies restricted-use file and adults aged 50 years and older (n = 2,580) are included. Structural equation models are used to examine (1) any AET, (2) formal AET and (3) non-formal AET participation as a function of the motivation to learn latent construct, literacy, numeracy, and other covariates. Results showed that the motivation to learn, literacy and numeracy are all positive predictors of non-formal AET participation. Only motivation to learn is associated with formal AET participation. Findings from this study may inform future interventions as well as policy changes to promote specific types of organized AET programs among older adult population in the USA. [This paper will be published in the "International Journal of Lifelong Education."]

We examine complex pathways that link health information seeking behavior with education and health literacy (decomposed into general literacy and numeracy), and how these pathways differ by perceived health status (need) among a nationally representative sample of Americans age 50 and older (n = 2,750). Data come from the Program for International Assessment of Adult Competencies (PIAAC). Multi-group structural equation models were used to examine the use of eight health information sources (newspapers, magazines, internet, radio, TV, books, friends/family, and health professionals). Findings partially support the long-standing notion that health seeking behaviors are directly linked to educational attainment, and provide some of the first nationally representative evidence for how education functions through distinct health literacy components to shape health information seeking behaviors by health status. Findings from this moderated mediation analysis point to the importance of examining, and addressing, health literacy disparities in access to and use of health information. [This paper will be published in "Journal of Health Communication."]

Problem-solving skills in the context of technologically complex modern societies have become increasingly important to health management in later life. This study is designed to investigate the associations between problem-solving skills in technology-rich environment (PSTRE) and health, and to explore whether age-differences exist. Using the data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC), we used logistic regression to examine the relationship between PSTRE and self-reported health among a representative sample of American adults aged 35 years and older (N = 3,260). Overall, greater PSTRE (OR = 1.012, p < 0.001) was significantly associated with better self-rated health even after adjusting for the sociodemographic characteristics. Yet, PSTRE was only partially predictive of health in some age groups. Our findings highlight the potential of PSTRE to reduce health disparities among middle-aged and older adults living in modern technology and information rich societies. [This is the online first version of an article published in "Journal of Applied Gerontology."]

Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem solving skills in technology rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top skill categories. The results of this study suggest changes in the United States educational and lifelong learning systems and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce. [The paper will be published in "Adult Learning".]

Health literacy is often viewed as an essential skill set for successfully seeking health information to make health-related decisions. However, this general understanding has yet to be established with the use of nationally representative data. The objective of this study was to provide the first nationally representative empirical evidence that links health information seeking behaviors with health literacy among middle-age to older adults in the U.S. Data were obtained from the 2012/2014 Program for International Assessment of Adult Literacy (PIAAC). Our analytic sample is representative of adults age 45 to 74 (n = 2,989). Results showed that distinct components of health literacy (i.e., literacy and numeracy) were uniquely associated with the use of different health information sources (e.g., health professionals, the internet, television). Findings should be useful for government agencies and health care providers. [This paper was published in "Journal of Aging and Health" Online First Sep 2018.]