Negative stereotypes towards older people. A study with teachers in initial training

Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García 1 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 [Cierre de edición el 01 de Enero del 2022] Negative Stereotypes Towards Older People. A Study with Teachers in Initial Training Estereotipos negativos hacia las personas mayores. Un estudio con profesorado en formación inicial Estereótipos negativos para as pessoas idosas. Um estudo com professores em formação inicial Pilar Moreno-Crespo Universidad de Sevilla Sevilla, España [email protected] https://orcid.org/0000-0002-6226-0268 Olga Moreno-Fernández Universidad de Sevilla Sevilla, España [email protected] https://orcid.org/0000-0003-4349-8657 Encarnación Pedrero-García Universidad Pablo de Olavide Sevilla, España [email protected] https://orcid.org/0000-0003-0650-7729 Recibido • Received • Recebido: 07 / 04 / 2020 Corregido • Revised • Revisado: 08 / 10 / 2021 Aceptado • Accepted • Aprovado: 03 / 11 / 2021 Abstract: Objective. To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method. The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereotype Questionnaire for the Elderly (CEEAM). Results. We suggest that the respondents present some degree of stereotypes towards older adults; the stereotype is greater when we question the deterioration of memory and cognitive impairment in general. However, the data are positive, except that in the case of the health factor we found two items in which respondents reported a higher level of stereotyping. Conclusions. Based on these results, we conclude that it is necessary to work on stereotypical perceptions, especially with students pursuing careers related to education, since their professional performance can lead them to develop their teaching careers in adult and senior education. The 2 Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 education professions must be involved in improving quality of life, active aging, and lifelong learning through professional practice and the elimination of personal and societal stereotypes. Keywords: Education; stereotypes; older adults; teachers in initial training. Resumen: Objetivo. Describir si existen estereotipos hacia las personas adultas mayores por parte del profesorado en formación inicial. Metodología. El enfoque fue cuantitativo y no probabilístico a través de un estudio estadístico con estudiantado universitario que se prepara para ser docente de primaria en el sistema educativo español. Este perfil de formación incluye la educación de personas adultas y de la tercera edad como una salida profesional adicional. La muestra (n=110) ha sido seleccionada entre el estudiantado del Grado de Educación Primaria. Hemos aplicado el Cuestionario de Estereotipo Negativo para la Tercera Edad (CENVE) y el Cuestionario de Estereotipo Educativo para la Tercera Edad (CEEAM). Resultados. Sugerimos que las personas encuestadas presentan algún grado de estereotipo hacia las personas adultas mayores; el estereotipo es mayor cuando cuestionamos el deterioro de la memoria, así como cuando cuestionamos el deterioro cognitivo en general. Sin embargo, los datos son positivos, aunque en el caso del factor salud encontramos dos ítems en los que las personas encuestadas denotan un mayor nivel de estereotipo. Conclusiones. A partir de estos resultados, concluimos que es necesario trabajar sobre las percepciones estereotipadas, especialmente en aquel estudiantado que está siguiendo carreras relacionadas con la educación, ya que su desempeño profesional puede llevarlo a desarrollar su carrera docente en la educación de personas adultas y en la educación superior. Las profesiones educativas deben estar implicadas en mejorar la calidad de vida, el envejecimiento activo y la formación permanente desde el ejercicio profesional y la eliminación de estereotipos personales y de la sociedad. Palabras claves: Educación; estereotipos; personas adultas mayores; profesorado en formación inicial. Resumo: Objetivo. Descrever se existem estereótipos para as pessoas idosas por parte do grupo de professores em formação inicial. Metodologia. A abordagem foi quantitativa e não probabilística por meio de um estudo estatístico com estudantes universitários que se preparam para se tornarem professores do ensino primário no sistema educativo espanhol. Este perfil de formação inclui a educação de pessoas adultas e também idosas como um meio profissional adicional. A amostra (n=110) foi selecionada entre estudantes do Grau do Ensino Primário. Foi aplicado o Questionário de Estereótipo Negativo para Idosos (CENVE) e o Questionário de Estereótipo Educativo para Idosos (CEEAM). Resultados. Sugerimos que as pessoas entrevistadas apresentam algum grau de estereótipo sobre os idosos; o estereótipo é maior quando questionamos a perda de memória, bem como a perda cognitiva em geral. No entanto, os dados são positivos, embora no caso do fator saúde foram encontrados dois itens em que as pessoas entrevistadas denotam um nível mais elevado de estereótipo. Conclusão. A partir destes resultados, concluímos que é necessário trabalhar sobre percepções estereotipadas, especialmente com estudantes que seguem carreiras relacionadas com a educação, uma vez que o seu desempenho profissional pode levá-los a desenvolver a sua carreira docente na educação de pessoas adultas e no ensino superior. As profissões educacionais devem estar envolvidas na melhoria da qualidade de vida, no envelhecimento ativo e na formação permanente através da prática profissional e da eliminação de estereótipos pessoais e sociais. Palavras-chave: Educação; estereótipos; pessoas idosas; professores em formação inicial. Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García 3 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 Introduction Demographic data in Spain indicate that life expectancy has increased by more than 40 years in the last century, which has led to a demand for education that in other historical moments had not been given because life expectancy was much lower, making adult education practically unnecessary due to lack of demand by the population. Eighty-six out of every hundred Spaniards born today will celebrate their 65th birthday; at the beginning of the twentieth century only twenty-six out of every hundred Spaniards were able to reach that age (Instituto de Migraciones y Servicios Sociales [IMSERSO], 2002). These demographic changes have led to political, social, cultural and economic changes, which have led to the need for people to be trained throughout life, a comprehensive education that includes learning knowledge, attitudes for the exercise of citizenship, the growth of the person and communities themselves (Lucio-Villegas Ramos, 2011). Faced with this reality, in the field of adult education, there is a constant increase in the number of students who are getting older and older, so we can talk about older students. For this reason, attention should also be paid to professionals who will act as adult trainers/educators (pedagogues, social educators and primary school teachers, mainly). As Matas Terrón et al. (2017), the students of Education must be prepared to attend to these formative needs of the elderly. In this way, the education system in all its stages must contemplate promoting the change of attitudes towards older adults in curricular designs, allowing them to be an integral and active part of society (Matas et al., 2017; Melero Marcos, 2007). There is a large body of research on initial teacher education (Cascone et al., 2020; Gómez-Camacho et al., 2021; Gómez-Carrasco et al., 2020; Núñez-Cortés et al., 2021). However, there is still little research on how to deal with the stereotypes that future teachers have when faced with the possibility of having older adults as pupils (PedreroGarcía et al., 2018). This is important for the inclusive educational care of this group. We wonder, therefore, about the stereotypes that teachers in initial training have about the group of older adults. The ageing process is surrounded by a series of beliefs and stereotypes related to the lack of physical health, loss of cognitive processes, loss of vital functions, dependency, inability to face new challenges, acidity of character, etc., which have little or nothing to do with reality on many occasions. All these beliefs and stereotypes that revolve around ageing, and therefore around the figure of the elderly, generate a social imaginary that negatively influences how this collective is perceived. Claiming that the fact of reaching a certain age automatically adopts a series of cognitive, physical, biological, social, etc. characteristics is far from logic. That is, to consider any person over sixty-five years old has an arbitrary and unreasonable explanation (Pérez Serrano, 2004). Each person, in their individuality, is different from the rest, and their ageing process is unique and personal. Therefore, we must understand that there are different ways of understanding and carrying the ageing process (Da Silva Oliveira et al., 2017; Serrate González et al., 2017; Villas-Boas et al., 2017). 4 Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 The phenomenon of population ageing is currently a challenge that requires effective public policy responses. It poses the dilemma of creating favourable conditions so that people can fully live this stage of life in the best possible conditions. According to Weaver (1999), the social image of the ageing process and, therefore, of older adults, must change as a strategy to confront generalizations about the collective, as well as myths and stereotypes about this stage of life. If we consider Montoro Rodríguez’s (1998) definition of stereotypes we would be referring to those ideas that most of a group of individuals have about a series of personal characteristics, this tends to be the result of simplifications, which implies biased opinions. The force that exists in stereotypes, as Amador et al. (2001) point out is that they can be transformed into functional schemes that direct acts rather than reality itself. Stereotypes do not correspond to reality, and therefore there is a tendency to confuse the extent to which certain social conventions are false or true. These stereotypes can lead to attitudes that may encourage discriminatory behavior towards members of a particular group. In the case of ageism, these are age-related prejudices. It is usually a negative prejudice, we can associate it with the concept of old, but there are times when it has a positive component. In these cases, it is often associated with aspects such as wisdom or goodness, but they are still stereotypes (Fernández-Ballesteros et al., 2016; Fernández-Ballesteros et al., 2017; PinazoHernandis et al., 2016; Sanhueza, 2014). The age group project is beginning to be increasingly studied due, among other factors, to the increase in its sociodemographic representativeness and longevity. Therefore, we find that there is an increase in publications on stereotypes towards ageing and older adults towards ageing in other age groups (Aristizábal-Vallejo, 2004; Lasagni Colombo et al., 2013). Through these studies it has been proven that the most common beliefs towards this stage are those that associate it with illness, with deterioration of physical and cognitive abilities and lack of vital interests. We also highlight the increase in publications on stereotypes towards ageing from the perception of university students (Campos-Badilla & Salgado-García, 2013; Duran-Badillo et al., 2016; Portela, 2016), although all of them focus on careers related to Health Sciences, such as medicine, nursing, or psychology. Few research studies study the perception of university students of degrees related to the field of education (Pedrero-García et al., 2018). We are especially interested in this population, teachers in initial training, because they will be professionals who will give formal educational support to the group of older adults. It is known that stereotypes are part of culture, however, when they are negative stereotypes on the part of students in education-related careers such as the Magisterium, it is worrying due to the social relevance of their professional performance. Therefore, the challenge facing today’s society is to promote an environment that favors the development of society in general and older people in particular, as well as to try to overcome the stereotypes prevailing today, especially in some professionals, teachers, who will play a fundamental role in the development of the group of older adults (Cruz Díaz et al., 2013; Moreno-Crespo, 2019; Moreno-Crespo & Pérez-Pérez, 2014). Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García 5 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 The studies mentioned above have provided a useful insight into the stereotypes of the elderly although in the field of health professionals. There are still few studies that focus on the stereotypes of this group in the field of education. Without a doubt, older adults are an objective sample with which future teachers will have to work in their classrooms. Therefore, we consider that this work has a greater value if we bear in mind the lack of research by Spanish academics on the perception that future teachers have about the group of older adults. The purpose of this research is to examine whether there are stereotypes of older people by the group of teachers in initial training at four different levels or areas: those related to educational skills, health, those related to motivational and social issues and, finally, character. Addressing these four factors gives us a complex view of the field of study. Research Methodology The research was quantitative and not probabilistic (Canales Cerón, 2006; Hernández Sampieri et al., 2006) on the stereotypes of teachers in initial training for the older age group. Although this is a topic studied in the field of health professionals, there is no background to focus the research on education professionals. The sample, randomly selected, is made up of 110 teachers in initial training who were in the third year of the Grade of Primary Education at the University of Seville (Spain). The sample has carried out their internships in educational centres and, therefore, they have had a first approach to what will be their professional performance. It is in the third year that the basic training shared by future teachers comes to an end, since in the fourth year there is a specialisation in training. The instrument used in this investigation is based on two questionnaires on stereotypes towards ageing. On the one hand, there is the Evaluation Questionnaire of Negative Stereotypes on Ageing (CENVE) (Blanca Mena et al., 2005), which is an adaptation of the Facts on Ageing Quiz (FAQMH) of Montorio and Izal (1991) and Palmore (1977), which contains 15 closed questions and three factors: health, motivational-social and character-personality. On the other hand, the Questionnaire on Educational Stereotypes of the Elderly is used, which despite its relatively recent creation, has the endorsement of the literature review, the objectives of the study and the practice of researchers, university professors. In the case of CEEAM, it was validated from two different processes: the first version of the questionnaire was discussed with 2 experts in the field, experienced in research orientation and broad educational practice in the field of initial training. Reforms were suggested regarding the use of language appropriate to the educational reality. After the reformulation, a pre-test was carried out with 6 students in initial training, not participants of the sample, who made judgments about the clarity, relevance, appropriateness of the questions, the time needed in their realization and the visual aspect (Hill & Hill, 2002). The suggestions made by these students 6 Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 regarding the format of the questionnaire presentation are taken into account. The final questionnaire consisted of 13 closed questions and one factor: education. Both the CENVE and the CEEAM questionnaires are made up of 4 items or sentences whose response format follows the Likert model of four scales (1. Strongly disagree, 2. Somewhat disagree, 3. Some agreement, and 4. I very much agree). The missing values have been assigned code 99. Eleven questions from the CENVE questionnaire and five from CCEAM were selected for this study (Table 1). Table 1: Questionnaire on Educational Stereotypes of Older Adults (CEEAM) (I. 1-5) and Questionnaire on Evaluating Negative Stereotypes of Older People (CENVE) (I. 6-16) Factors Items Educational 1. People over 65 years of age do not have the ability to start school at this age. 2. It is almost impossible for older people to learn new things. 3. Older people have problems with ICT 4. Learning capacity in older people is lower than in young people. 5. As an educator, I cannot easily work with the senior citizens. Health 6. Most people, when they reach approximately 65 years of age, begin to have significant memory impairment. 7. Most people over the age of 65 have a mental illness that is severe enough to impair their normal capacities. 8. Most adults maintain an acceptable level of health until the age of 65, when there is a marked deterioration in health. 9. Cognitive impairment (loss of memory, disorientation or confusion) is an inevitable part of old age. Motivationalsocial 10. As we get older we lose interest in things. 11. Most people over 65 have a range of disabilities that make them dependent on others. 12. As we grow older we lose the ability to solve the problems we face. 13. Almost no person over the age of 65 does a job as well as a younger one would. Character 14. As older people age, they become more rigid and inflexible. 15. People’s defects worsen with age. 16. Older people are easily irritated and grouchy. Note: Own elaboration from the indicated instruments. The questionnaire used in this research was based on the CENVE questionnaire (Blanca Mena et al., 2005) and the FAQMH questionnaire (Montorio and Izal, 1991; Palmore, 1977). Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García 7 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 Members of the research team applied the tool. With prior authorization, the scale was applied, during the same period of time, in the classroom and during regular academic hours. All participants were duly informed of the nature of the research, anonymity and confidentiality of the data collected was guaranteed. The following section provides an impromptu analysis of the data collected from teachers in initial training. There were 16 Likert-type statements. The analysis of the quantitative data obtained in the study was done using the SPSS (Statistical Package for the Social Sciences) (version 24, IBM SPSS). Research Results In the following lines we present the results obtained from the analysis of the data collected in the research carried out. We discuss the most relevant data that define the level of stereotypes of teachers in initial training present. To facilitate interpretation, the items have been grouped into the factors listed in Table 1, which has been entered above. Educational Factor The group of questions related to the Educational Factor is composed of 5 items dealing with the prescriptions that teachers in initial training have regarding the learning capacity and educational resolution of older adults. As can be seen in Table 2, there is a considerable number of teachers in initial training who agree (27.2%) with the affirmation that refers to the fact that those over 65 years old do not have the capacity to begin studying at those ages. A percentage that is slightly more than a quarter of the respondents surveyed. You can start studying at any time during your life cycle. Therefore, we found a moderate level of stereotype in 23.6 per cent of respondents and a high level of stereotype in 3.6 per cent of cases. However, it is significant that for question 2 there is a 95.5 per cent, who point out that people can learn new things. Learning can happen at any time in life. In this sense, respondents showed a moderate level of stereotype at 3.6 per cent and a high level of stereotype at 0.9 per cent. This is the Educational Factor item where we find a lower level of stereotype (4.5%). A learning process involving the use of new information and communication technologies (ICT), in which we find diversity of opinions. On the one hand, 26.4 per cent disagreed with the assertion that at certain ages they are beginning to have problems with ICT, compared to 50.5 per cent who said they agree with the assertion. In this sense, we find that opinions are divided between those participants who disagree or somewhat disagree (32%) and those who agree somewhat or fully agree (67.9%). Faced with the stereotype between the use of ICT and people 8 Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 over 65, we found a moderate level of stereotype among 50.5 per cent of respondents and a high level of stereotype in 17.4 per cent of cases. Within the Educational Factor, this is the item where we find the highest level of stereotype (67.9%). As for question 4, 49.5 per cent are somewhat in agreement and 17.4 per cent fully agree that learning capacity in older people is lower than in young people, only 7.3 per cent say they are in complete disagreement and 25.7 per cent somewhat disagree. Learning ability is independent of age. Therefore, we found that there is a moderate level of stereotype in 49.5 per cent and a high level of stereotype in 17.4 per cent of cases. This is the second item with the highest level of stereotype in this factor. As for their professional work with this group, 75.4 per cent indicate that they do not agree in any way with the fact that it will be difficult to work with older adults, as opposed to 24.5 per cent who consider that it will be relatively complex to work with this group. Educators, as professionals, must adapt to educational environments, including the users who take part in them, regardless of age. In this sense, 22.7 per cent of the answers have a moderate level of stereotype; together with 1.8 per cent have a high level of stereotype. Table 2: Frequency measurements related to Educational Factor Items 1 f (%) 2 f (%) 3 f (%) 4 f (%) 1. People over 65 years of age do not have the ability to start school at this age. (n=110) 43/39.1 37/33.6 26/23.6 4/3.6 2. It is almost impossible for older people to learn new things. (n =110) 76/69.1 29/26.4 4/3.6 1/.9 3. Older people have problems with ICT. (n =109) 6/5.5 29/26.6 55/50.5 19/17.4 4. Learning capacity in older people is lower than in young people. (n=109) 8/7.3 28/25.7 54/49.5 19/17.4 5. As an educator, I cannot easily work with the senior citizens. (n=110) 36/32.7 47/42.7 25/22.7 2/1.8 Note: Own elaboration from the indicated instruments. The questionnaire used in this research was based on the CENVE questionnaire (Blanca Mena et al., 2005) and the FAQMH questionnaire (Montorio and Izal, 1991; Palmore, 1977). Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García 9 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 In the analysis carried out, similarities were found in the answers to questions 1 and 5. A 27.2 per cent of the participants consider that those over 65 years old do not have the capacity to start studying (P1). The 24.5 per cent indicates that group with which it will not be easy for him to work as an educator (P5). We have performed the non-parametric Spearman correlation, having found a significant correlation at the 0.05 level (bilateral) (Table 3). Table 3: Correlations items 1 and 5 Correlations I1 I5 Spearman’s Rho I1 Correlation coefficient 1.000 -.226* Next (bilateral) . .018* N 110 110* I5 Correlation coefficient .226* 1.000* Next (bilateral) .018 . N 110 110* * The correlation is significant at level 0.05 (bilateral). Note: Own elaboration from the indicated instruments. The questionnaire used in this research was based on the CENVE questionnaire (Blanca Mena et al., 2005) and the FAQMH questionnaire (Montorio and Izal, 1991; Palmore, 1977). Table 4: Frequency measurements related to Health Factor Items 1 f (%) 2 f (%) 3 f (%) 4 f (%) 6. Most people, when they reach approximately 65 years of age, begin to have significant memory impairment. (n=110) 8/7.3 44/40.0 51/46.4 7/6.4 7. Most people over the age of 65 have a mental illness that is severe enough to impair their normal capacities. (n=110) 66/60.0 37/33.6 6/5.5 1/.9 8. Most adults maintain an acceptable level of health until the age of 65, when there is a marked deterioration in health. (n=110) 29/26.4 57/51.8 23/20.9 1/.9 9. Cognitive impairment (loss of memory, disorientation or confusion) is an inevitable part of old age. (n=109) 16/14.7 38/34.9 41/37.6 14/12.8 Note: Own elaboration from the indicated instruments. The questionnaire used in this research was based on the CENVE questionnaire (Blanca Mena et al., 2005) and the FAQMH questionnaire (Montorio and Izal, 1991; Palmore, 1977). Health Factor The group of Health Factor issues is composed of 4 items that address issues related to older adults, and express claims of impaired health, cognitive impairment and mental illness. Health Factor is made up of items 6, 7, 8 and 9, which were subjected to a descriptive statistical analysis of frequencies (see Table 4). 16 Pilar Moreno-Crespo, Olga Moreno-Fernández y Encarnación Pedrero-García http://doi.org/10.15359/ree.26-1.19 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-20 As we get older we lose interest in things; 11. Most people over 65 have a range of disabilities that make them dependent on others; 12. As we grow older we lose the ability to solve the problems we face and; 13. Almost no person over the age of 65 does a job as well as a younger one would. Although the level of stereotyping for this dimension is low, we find similarities with the results obtained in the study by Gutiérrez Moret and Mayordomo Rodríguez (2019a). As older people age, they become more rigid and inflexible; 15. People’s defects worsen with age and; 16. Older people are easily irritated and grouchy. We understand that in this dimension respondents see ageing as part of a natural process as a stage in life where other projects can be tackled, although this differs from other items in other dimensions. It is interesting to note that the positive perceptions of the Education Factor contrast with the perceptions of the Health Factor in relation to items related to memory impairment and cognitive decline. These data coincide with studies that justify that the data related to the Health Factor show the presence of the most marked negative stereotype, due to the widespread conviction in society about the deterioration in terms of people’s health with increasing age (Aristizábal-Vallejo, 2004; Blanca Mena et al., 2005). However, the study conducted by Gutiérrez Moret and Mayordomo Rodríguez (2019a) with a sample of Primary Education teachers in initial training does not show negative stereotypes in the health dimension. This opens up a new line of research to address the differentiating criteria that lead to different assessments in different studies. Trying to improve stereotypes in the population is a work of society as a whole that must transform the individual and the community. In this respect, teachers have an important role to play. Stereotypes in future teachers about older adults, as well as about older adults in training, raise the need to establish guidelines for action in educational and socio-educational contexts to try to reduce them (Gallardo et al., 2016; Gutiérrez Moret and Mayordomo Rodríguez, 2019a; Nava-Gómez & Reynoso-Jaime, 2015). We find the need for further research on the topic, to analyse the synergies between the subjects that make up the curricula that favour less stereotypical perceptions of older people, and to extend the samples to university teachers and other education professionals. Declaración de Material complementario Este artículo tiene disponible, como material complementario: -La versión preprint del artículo en https://doi.org/10.5281/zenodo.4906578 References Álvarez Hernández, H. J. (2018). Propuesta de intervención para reducir estereotipos y fomentar actitudes positivas hacia la vejez, en estudiantes de Enfermería de la UAEM, Ciclo Escolar 2017b [Proyecto Maestra]. 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