Table of contentsIntroductionKeywords: principles, adult, psychology, change, transformation, self-managementReviews of the scientific literatureConclusionIntroductionThis article presents the principles of adult education adults and the psychology of change that help promote effective change among adult learners. Adult learning arises from self-directed learning that guides the adult learner toward understanding through several phases of transformation (Knowles, Holton III, & Swanson, 2011; Vella, 2002). Adult learners need motivation to improve their knowledge. The psychological need of the adult learner arises from an individualized stimulus caused by a personal life crisis, an important dilemma, a trigger, a major life transition or a context that triggers the need for change, collaborative transformation, self-directed learning and reflective mentoring (Cox, 2006; Daloz, 1999). ; Dewey, 1993; Vella, 2002).Say no to plagiarism. Get a tailor-made essay on "Why violent video games should not be banned"? Get the original essay Keywords: principles, adult, psychology, change, transformation, self-management Scholarly literature reviews In adult education, a principle is " the beginning of an action” (Vella, 2002, p.3). An adult learner's reason and purpose for learning varies, but he or she is primarily driven by career advancement and incentives (Knowles, Holton III, & Swanson, 2011). Adult education is a self-directed process that allows the adult learner to participate in the diagnosis, planning, implementation and evaluation of their learning process (Knowles et al., 2011; Vella , 2002; Zachary, 2000). Mezirow's (1990) theory emphasizes the role of experiences in learning and in particular their impact on the learning needs of the adult learner. The theory of andragogy by Knowles et al. (2011) is a constructivist approach to learning that encourages adults to draw on their experiences. In this learning model, adults must be challenged and exposed to new opportunities for personal growth (Knowles et al., 2011; Vella, 2002; Zachary, 2000). In addition, the adult learner needs to feel involved in the process of formulating learning objectives that take into account their learning style, their teaching practices, their background as well as the subject (Starratt, 2004; Zachary, 2000). Mentoring is an important facet of adult learning. By designing the learning experience, the mentor helps the adult learner clarify their aspirations for improved behaviors (Starratt, 2004; Zachary, 2000). It also helps the student to diagnose the gaps between their aspirations and their current level of performance (Vella, 2002; Zachary, 2000). Effective mentors help students identify life problems due to knowledge gaps (Henderson & Milstein, 2002). Based on this information, the adult and mentor organize a collaborative system to share responsibilities in a process of mutual inquiry. The mentor must collaborate with the adult to share possible options. Additionally, it must select materials and methods that will benefit the adult learner (Henderson & Milstein, 2002; Knowles et al., 2011; Vella, 2002). The mentor supports the student in identifying the life problems they are experiencing. due to gaps in personal knowledge (Henderson and Milstein, 2002). The adult learner needs to feel valued and respected by the facilitator (Knowles et al., 2011; Vella, 2002; Zachary, 2000). The adult learner's relationship withthe mentor encourages the adult learner to collaborate in the activities and not feel pressured to be competitive or judged in the process. The adult education mentor is responsible for creating a collaborative learning environment (Knowles et al., 2011; Vella, 2002; Zachary, 2000). He thus builds a relationship with the adult based on mutual trust and mutual assistance; he or she shares his or her feelings, contributions and resources with the adult. The adult learner needs to feel valued and respected by the mentor (Knowles et al., 2011; Vella, 2002; Zachary, 2000). context, even if establishing contacts by all possible means is the responsibility of the mentor (Vella, 2002). Quantum dialogue allows both the mentor and the mentee to be heard (Vella, 2002). The adult learner will be challenged to explore their experiences as resources for learning through techniques such as discussion; role-playing and case study analysis (Knowles et al., 2011; Vella, 2002; Zachary, 2000). Adult learning programs focus on the facilitator's own resources and level of experience with the adult learner to nurture the collaborative learning environment. The facilitator will challenge the adult learner to apply new learning to their experiences to increase the meaning and process of cross-grade learning. The adult learner will develop and grow through the encouragement of the facilitator and the application of self-assessment procedures according to agreed criteria (Zachary, 2000; Mezirow, 1990). The mentor creates and maintains a supportive climate with the learner that enables learning (Knowles et al., 2011; Vella, 2002; Zachary, 2000). The adult learner is ready to expand their knowledge because of an inherent need and motivation for immediate application. In adult education, learners refer to their life's reservoir of experiences as the primary resource for enriching their motivation and learning process (Henderson and Milstein, 2002; Vella, 2002; Zachary, 2000). Adult education mentors assess the individual needs of the adult learner and take into account that all learners have different learning styles, experiences, and expectations (Vella, 2002; Zachary, 2000). Learners must relate their learning content to real-world realities. -global problems before undertaking the growth objective (Vella, 2002; Zachary, 2000). Adult learners are autonomous and take responsibility for their decisions. Knowles et al. (2011) confirm that the capacity for independent learning develops at some point in adulthood. Self-directed learning is recognized as a cognitive investment relationship that is developed and maintained by the mentor and adult learner (Zachary, 2000). Adult learners have an abundance of life and work experiences that inspire and externally motivate them to adopt a learning style that will help them solve problems and gain internal reward, but life experiences can also hinder their self-directed learning process (Cox, 2013). ).In experiential learning, experiences form the basis of a model of observation and reflection involving four modes of learning. Dewey (1993) and Kolb (1984) explain that these experiential learning models are an overall process involving four modes: concrete experience which arouses feelings, reflective observation which involves reflection and dialogue to describe the experience and the feelings, abstract conceptualization aligned with adult thinking, and active mentoring to explain the learning cycle. The learning cycle helps the adult learner toidentify areas in which they wish to deepen their understanding or learn something new (Clark and Caffarella, 1999; Vella, 2002). Transformative learning encompasses other forms of learning, creating significant change in learners' fundamental assumptions about themselves (Argyris & Schon, 1978). Transformative learning is a deeper learning process in which outcomes are achieved through a single or double loop learning process, as explained by Argyris and Schon (1978). Transformative learning was first proposed by Mezirow (2000). The adult learner feels the need for this and creates a starting point for a dialogue involving critical examination of assumptions or perceptions, which reinforces the learner's deeply rooted values, judgments and expectations (Cox, 2013). Mezirow (1990) explains that the learner will automatically move from one specific behavioral stage to another without prior thought, although adult learners tend to reject new ideas that do not support their preconceptions. processes allow the adult learner to feel part of the process and feel comfortable enough to make mistakes and discover new things. Learners expand their prior teaching knowledge through emotional intelligence, self-directed learning, and transformational learning (Knowles et al., 2011). Mezirow (1990) explains that adult learners will be challenged to interpret assumptions and habits of thought. Some of these habits include the learner's current pattern of theories, beliefs, cultural expectations, goal orientations, evaluations, and higher-order arguments (Clark, & Caffarella, 1999; Vella , 2002; Zachery, 2000). In adult education, teaching should be task-oriented and relevant to the learner's life instead of being memorized; learning activities should take into account the learner's background and learning styles. the learner (Vella, 2002; Zachary, 2000). Learning styles are a set of personal characteristics imposed by biology and development that make certain teaching and learning methods effective for some learners and ineffective for other learners (Clark & ​​Caffarella, 1999; Vella , 2002). Assessing an adult learner's learning style is essential to the learning process (Clark & ​​Caffarella, 1999). Mezirow (1990) describes a learning style as a method used to focus, process, and retain new and challenging knowledge. To identify an adult learner's learning style, the mentor must examine the multidimensional characteristics of the individual to determine what will stimulate focus and result in lasting knowledge (Zachery, 2000). Adult learners' learning styles and meanings vary depending on their view of what is necessary to survive and succeed (Clark & ​​Caffarella, 1999; Henderson & Milstein, 2002). Dialogue with a mentor reinforces the development of new knowledge, attitudes or skills by the mentee (Knowles et al., 2011). The process of dialogue and reflection allows the learner to engage in contextual experimentation when solving problems (Schon, 1983). The theory of andragogy by Knowles et al. (2011) confirms that mentoring is a necessary process in adult learning theory. Zachary (2000) and Knowles et al. (2011) mention that adult learners are equal participants in a learning relationship with the mentor. The role of the mentor in adult education is to encourageand to help the adult learner to achieve his or her primarily self-directed learning process. Establishing a learning style based on dialogue helps the mentee expand their knowledge (Cox, 2006; Knowles et al. , 2011; Vella, 2002; Zachary, 2000). In a mentoring relationship, a set of goals and objectives are defined and agreed upon by both parties with mutually defined expectations, shared responsibilities, and the use of multiple modalities and resources to achieve the goals and objectives. (Zachary, 2000). The collaborative mentoring paradigm is rooted in the principles and practices of adult learning (Knowles et al., 2011), asserting that mentors will motivate, encourage, and establish adult learners; needs assessment, safety, healthy relationships, sequence, practice, respect for learners as decision makers, ideas; feelings, actions, immediacy, clear roles, teamwork, commitment and responsibility (Knowles et al., 2011; Vella, 2002; Zachary, 2000). Adult learners must think about, digest, and process explicit lessons such as certain commands, functions, and operations with a mentor (Cox, 2006; Knowles et al., 2011; Vella, 2002; Zachary, 2000). The change in mentoring practice according to Zachary (2000) aligns with the fundamental principles of adult learning. The adult learner takes an active role in learning, shares responsibilities for priorities, learning, and resources, and gradually increases the rigor of the self-directed learning process (Cox, 2006; Knowles et al., 2011). The mentor nurtures and develops the adult learner's capacity for self-direction throughout the relationship using elements of the learning-centered mentoring paradigm (Zachary, 2000). The “learning-centered mentoring paradigm has seven essential elements: reciprocity, learning, relationship, partnership, collaboration, mutually defined goals, and development” (Zachary, 2000, p.3). The presence of reciprocity and mutuality in a mentoring relationship often surprises new mentors. In a mentoring relationship, the mentor and mentee have specific responsibilities, make contributions to the relationship, and learn from each other (Cox, 2006; Knowles et al., 2011; Zachary, 2000). The outcome of the mentoring relationship is newly acquired knowledge by the mentor and mentee. Learning is a fundamental part of the mentoring process, because without learning, the mentor is of no use (Cox, 2006; Knowles et al., 2011; Zachary, 2000). The role of the mentor includes guiding and engaging the mentee appropriately and creating an environment that encourages self-directed learning (Cox, 2006; Knowles et al., 2011; Vella, 2002). In a mentoring relationship, it is essential that the mentor motivates, inspires, and supports the learning and development of the mentee (Zachary, 2000). Effective mentoring relationships take time to develop and develop. The mentor and mentee must work to establish, maintain, and strengthen the connection through the mentoring process (Cox, 2006; Knowles et al., 2011; Vella, 2002). To establish trust, the mentor and mentee build and strengthen the relationship and hold each other accountable for the relationship (Cox, 2006; Wagner and Simpson, 2009). An adult mentoring relationship is a collaborative relationship that focuses on the learning desired by the mentee and is achieved through the teamwork of the mentor and mentee (Wagner & Simpson, 2009). An effective mentoring relationship will naturally move toward the defined goals and objectives. established at the beginning of the mentoring relationship (Knowles et al., 2011; Vella, 2002). This means that the mentor and, 2002).