공공 평생교육기관 성인학습자의 학습성과 관련 변인 간 구조관계

Abstract

The purpose of this study is to confirm the learning participation motivation(purpose-oriented, learning-oriented, activity-oriented), self-efficacy directly affects learning performance, and self-efficacy mediating effects of adult learners in lifelong education. To achieve this goal, the structural equation model was analyzed using the SPSS 23.0 statistical program and the AMOS 23.0 statistical program for a sample of 585 people who participated in public lifelong education institutions in U and Y cities in Gyeonggi-do. The results of the empirical analysis of this study are as follow. First, among the sub-factors of learning participation motivation, learning orientation and activity orientation each had a positive(+) effect on learning performance, and second, a positive(+) effect on self-efficacy. Third, self-efficacy confirmed the positive(+) effect on learning performance, and fourth, the partial mediating effect of learning orientation, activity orientation, and self-efficacy between learning performance was confirmed. Based on the results of this study, implications for vitalizing lifelong education were presented at the policy and practical level.