성인학습자의 대학진학동기가 융합전공 인식에 미치는 영향

Abstract

This study aimed to analyze the influence of adult learners' motivation for attending college and their satisfaction with education on the recognition of convergence majors, as well as how the motivation for college attendance impacts the recognition of convergence majors through educational satisfaction. The study focused on adult learners enrolled in a regular degree program at K University, which is implementing the LiFE (University Lifelong Education System Support Project) initiative. Empirical analysis was conducted based on responses from a total of 205 surveys.
 The analysis yielded several key findings. First, the study revealed that only the learning-oriented motivation, which pertains to the desire for higher education, significantly affected educational satisfaction. Second, it was observed that goal-oriented motivation, activity-oriented motivation, and learning-oriented motivation, all of which contribute to one's decision to enter university, had a substantial impact on the recognition of convergence majors. Third, the study established a significant correlation between educational satisfaction and recognition of convergence majors. Lastly, the fourth finding highlighted that educational satisfaction partially mediates the relationship between adult learners' motivation for attending college and the recognition of convergence majors.
 These findings carry important implications. The study results offer fundamental insights for shaping a lifelong education system in response to the evolving landscape of creative convergence. Furthermore, they provide guidance for defining educational directions regarding convergence majors for adult learners and structuring a relevant curriculum.