Lifelong Participation Research Articles

EXPLORING MUSICAL IDENTITY DEVELOPMENT: PERSPECTIVES FROM STAGE THEORY, SELF-DETERMINATION THEORY, AND A LIFESPAN APPROACH

Music has a profound impact on a person's identity and has a complicated and deep relationship with the self. A psychological concept called "musical identity" includes a variety of elements derived from "personal, social, emotional, and musical competencies." It represents how people behave in a cultural and social context and is influenced by their involvement in music and practice. The study of how people acquire their musical knowledge and skills examines the cognitive, emotional, and social facets of this process. The stage theory by Trevarthen and Malloch, which hypothesizes discrete transitions in musical development across the lifespan, is a well-known framework in this area. Another approach is the Self-Determination Theory (SDT) application by Evans and McPherson, which emphasizes the significance of autonomy, competence, and relatedness in forming musical identity. Using a lifelong perspective, Lamont emphasizes the impact of social settings and cultural environments on the negotiation of musical identity. Her work emphasizes the significance of early musical encounters, the influence of formal and informal musical interactions during infancy, and the development of musical identity during adolescence and maturity. Understanding these frameworks advances our knowledge of how musical identities are formed and has implications for music education, therapy, and the encouragement of lifelong musical participation.

베이비부머의 사회적자본과 삶의 질의 관계에서 평생학습참여도의 매개효과

Objectives The purpose of this study was to establish counseling intervention strategies that can increase social capital and lifelong education participation of baby boomers in career education and career counseling sites, and to provide various basic data to improve quality of life. Methods For this purpose, 112 responses were received and analyzed through an online survey from October 8 to 15, 2023, targeting baby boomers (born between 1955 and 1963) living in the Daegu and Gyeongbuk regions. For the collected data, reliability analysis, descriptive statistics, correlation analysis, and regression analysis were conducted for each variable using the SPSS 23.0 statistical program, and the Sobel Test was conducted to analyze statistical significance. Results First, baby boomers social capital was found to have a significant positive effect on quality of life. Second, baby boomers social capital was found to have a positive effect on lifelong education participation. Third, baby boomers lifelong education participation was found to have a positive effect on quality of life. Fourth, lifelong edu-cation participation was found to mediate the relationship between baby boomers social capital and quality of life. Conclusions The results of this study show that in order to improve the quality of life of baby boomers, it is neces-sary to recognize the need for social capital and lifelong education and to develop and implement education and counseling programs that can provide systematic help.

Joining alone: factors that influence the musical participation of young adults after leaving school

Abstract When young people leave the musical world of their school environment, a lack of clear routes into adult musical engagement brings a risk of wasted ability, motivation and enjoyment, which arguably undermines the value of music education. This study explored the factors that influence continued musical participation among young British adults who had been actively engaged in school music. Musical participation is defined in this research as group music-making in either a formal or informal setting. Participants (n = 102) completed an online questionnaire or were interviewed (n = 6) about their past and present musical experiences along with future expectations for music-making. The stark headline finding was that while 87% of participants had intended to continue with music-making beyond school, only 48% had found groups to join. Nonetheless, 78% expected to continue with music-making in the future. Our research therefore suggests that any break from musical participation need not be permanent for individuals who have established strong musical identities through their early experiences. To conclude, we present a model of lifelong musical participation that illustrates the influences, motivations and choices that contribute to sustained musical engagement.

성인학습자의 무형식학습 참여 결정요인 분석: 랜덤 포레스트와 SHAP 적용

The purpose of this study is to identify the key determinants that predict adult learners' participation in informal learning based on different types. The analysis was conducted on a sample of 9,949 adult learners extracted from the 2022 Korean Adult Lifelong Learning Survey. The types of informal learning were categorized into (a) traditional method-dependent learning and (b) online media-based learning. For the analysis, we applied explainable machine learning (XML) techniques, including random forest and SHapley Additive exPlanations (SHAP) algorithms. The results showed that the top determinants predicting participation in traditional method-dependent learning for adult learners were perceived lifelong learning effectiveness, job-related goal orientation, learning orientation, lifelong learning accessibility, and age. In contrast, for online media-based learning, the top determinants predicting adult learners' participation were age, job-related goal orientation, learning orientation, perceived lifelong learning effectiveness, and educational level. Lastly, while the relationships between each predictor and participation in informal learning were generally positive, a deeper interpretation is required depending on the type and measurement method of each variable. These findings suggest that adult learners' participation in informal learning can be considered a reflection of their demographic factors, as well as their perceptions and expectations regarding lifelong learning. Based on these results, we discussed implications for promoting lifelong learning participation among adult learners.

Opening doors to coach education in masters sport for lifelong sport participation

ABSTRACT Coach education directors of sport organizations are responsible for developing coaches to support quality sport participation. While adults comprise an increasingly larger cohort in many sport organizations, their programming, including coaching and coach education, is marginalized. The purpose of this collective case study was to outline directors’ perceptions of challenges and interests regarding lifelong sport participation through their perspectives of adult-oriented professional development for coaches in their sport organizations. Five directors of coach education attended webinars on coaching Masters sport and then engaged in follow-up interviews. Data were reflexively thematically analyzed. The results indicated that directors acknowledge differences in coaching adults and youth but a coaching focus on youth and high performance. They discussed the benefits of supporting Masters sport through quality coaching for lifelong sport participation and valued adult-oriented coaching approaches. Lifelong sport pathways could advance with shifts toward supporting Masters sport with quality coach education.

Social studies curriculum in an era of state restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner

ABSTRACT How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to support students in becoming active participants in vital democratic processes? Texas Senate Bill 3, passed in 2021, prohibits teachers from directly supporting students in communicating with their elected officials and advocating for legislation as a part of their classroom experiences. This article draws on a framework of Black Critical Patriotism and action civics in response to the challenges posed by S.B. 3 imposed upon educators introducing authentic civic experiences to students. We argue that simulations rooted in the foundations of these frameworks and centering the Rights of the Learner provide for authentic experiences in classrooms where students can develop their civic identities to encourage lifelong civic participation.

Effects of a staff-led multicomponent physical activity intervention on preschooler's fundamental motor skills and physical fitness: The ACTNOW cluster-randomized controlled trial

BackgroundFundamental motor skills (FMS) and physical fitness (FIT) play important roles in child development and provide a foundation for lifelong participation in physical activity (PA). Unfortunately, many children have suboptimal levels of PA, FMS, and FIT. The Active Learning Norwegian Preschool(er)s (ACTNOW) study investigated the effects of a staff-led PA intervention on FMS, FIT, and PA in 3–5-year-old children.MethodsPreschools in Western Norway having ≥ six 3–4-year-old children were invited (n = 56). Of these, 46 agreed to participate and were cluster-randomized into an intervention (n = 23 preschools [381 children, 3.8 yrs., 55% boys]) or a control group (n = 23 [438, 3.7 yrs., 52% boys]). Intervention preschools participated in an 18-month PA intervention involving a 7-month staff professional development between 2019 and 2022, amounting to 50 h, including face-to-face seminars, webinars, and digital lectures. Primary outcomes in ACTNOW were cognition variables, whereas this study investigated effects on secondary outcomes. FMS was measured through 9 items covering locomotor, object control, and balance skills. FIT was assessed as motor fitness (4 × 10 shuttle-run test) and upper and lower muscular strength (handgrip and standing long jump). PA was measured with accelerometers (ActiGraph GT3X +). All measures took place at baseline, 7-, and 18-month follow-up. Effects were analysed using a repeated measures linear mixed model with child and preschool as random effects and with adjustment for baseline scores.ResultsParticipants in the intervention preschools showed positive, significant effects for object control skills at 7 months (standardized effect size (ES) = 0.17) and locomotor skills at 18 months (ES = 0.21) relative to controls. A negative effect was found for handgrip strength (ES = -0.16) at 7 months. No effects were found for balance skills, standing long jump, or motor fitness. During preschool hours, sedentary time decreased (ES = -0.18), and light (ES = 0.14) and moderate-to-vigorous PA (ES = 0.16) increased at 7 months, whereas light PA decreased at 18 months (ES = -0.15), for intervention vs control. No effects were found for other intensities or full day PA.ConclusionsThe ACTNOW intervention improved some FMS outcomes and increased PA short-term. Further research is needed to investigate how to improve effectiveness of staff-led PA interventions and achieve sustainable improvements in children’s PA, FMS, and FIT.Trial registrationClinicaltrials.gov, identifier NCT04048967, registered August 7, 2019.FundingACTNOW was supported by the Research Council of Norway (grant number 287903), the County Governor of Sogn og Fjordane, the Sparebanken Sogn og Fjordane Foundation, and the Western Norway University of Applied Sciences.

The potential of self-access language centres in fostering lifelong global citizenship: towards a community of practice approach

Purpose Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration. Design/methodology/approach This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship’s shared enterprise. Findings As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner’s life, irrespective of their financial status or place of study. Originality/value This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines.

Physical Literacy Levels in the Croatian Adult Population; Gender Differences and Associations with Participation in Organized Physical Activity

Physical literacy (PL) is the foundation for lifelong participation in physical activity. Most previous research concentrated on PL examinations in younger groups, while such research is scarce in the adult population. This study aimed to determine the PL levels of the Croatian adult population. Also, the aim was to investigate whether individuals with longer participation in organized physical activity have higher PL levels and do males and females differ in PL levels. The sample comprised 561 individuals (321 females, 240 males) aged 27.65±12.13 years. PL levels were assessed by the Croatian version of the Perceived Physical Activity Questionnaire (PPLQ-Cro). Demographic characteristics included age, gender, and years of involvement in organized physical activity. Gender differences were calculated using the Mann-Whitney U test and effect sizes. Spearman correlation coefficients were used to determine associations between study variables. Males had significantly higher PL levels compared to females (83.10±16.17 for males and 74.27±20.07 for females, Z=-6.88, p=0.001). Years of organized physical activity were associated with PL levels (R=0.48, p=0.001) in the total sample as well in males (R=0.55, p<0.001) and females (R=0.24, p<0.01) separately. The finding that years of organized physical activity are associated with total PL supports the theory that PL is the cornerstone for participating in lifetime physical activity. The results of this study emphasize the importance of introducing the concept of PL in numerous institutions and organizations connected with organized physical activity.

Physical Education Instruction for Students at Tan Trao University: Current Situation and Proposed Solutions

The provision of comprehensive and engaging physical education (PE) programming is a critical pillar of the holistic educational experience at institutions of higher learning. At Tan Trao University, however, the current state of PE instruction for students raises significant concerns that warrant immediate attention and targeted intervention. This abstract outlines the compelling rationale for revitalizing the PE curriculum, pedagogical approaches, and supporting infrastructure at Tan Trao University to cultivate a physically active and health-conscious student population. An in-depth examination of the existing PE offerings at Tan Trao University reveals deep-rooted systemic deficiencies. The limited diversity of physical activity options fails to cater to the varied interests and physiological needs of the diverse student body. The overreliance on traditional team sports and generic fitness training neglects the incorporation of alternative movement disciplines that could spark genuine passion and adherence to lifelong physical activity participation. Furthermore, the predominance of outdated, didactic instructional methods stifles student engagement and the development of crucial movement skills. Compounding these curricular and pedagogical shortcomings are the glaring inadequacies in PE-dedicated facilities and equipment. Outdated, under-resourced, and overcrowded training spaces severely constrain the ability of instructors to deliver innovative, dynamic, and personalized learning experiences. This logistical challenge compromises students' access to the optimal conditions required for effective skill acquisition, fitness enhancement, and the instillation of intrinsic motivation toward lifelong physical activity. To address these multifaceted deficiencies, a comprehensive reform of the PE program at Tan Trao University is imperative. A diversified curriculum that incorporates a wide array of physical activities, from individual and dual sports to fitness modalities and movement-based creative arts, will empower students to discover and cultivate their unique interests and movement competencies. Complementing this curricular enhancement must be a concerted effort to upskill PE faculty in student-centered instructional approaches, leveraging pedagogical techniques that foster active engagement, critical thinking, and intrinsic motivation. Underpinning these curricular and instructional improvements must be a substantial investment in modern, well-equipped PE facilities and resources. Upgrading the training spaces and equipment will not only elevate the quality of PE instruction but also inspire greater student participation and adherence to physical activity. By strategically addressing these interconnected areas of concern, Tan Trao University can transform its PE program into a vibrant, inclusive, and empowering platform that catalyzes the holistic development and well-being of its student community. The optimization of physical education at Tan Trao University is a moral imperative with far-reaching implications. Equipping students with the knowledge, skills, and intrinsic motivation to maintain a physically active lifestyle will yield cascading benefits, from enhanced physical and mental health to improved academic performance and the cultivation of essential life skills. By prioritizing the revitalization of PE, Tan Trao University can position itself as a beacon of excellence in holistic education, empowering graduates to lead fulfilling, healthy, and productive lives. The time for action is now, as the university community rallies to reshape the PE landscape and secure a brighter future for its students.

Network analysis of attitudinal and perceptual differences in lifelong learning participants and non-participants: a nationwide survey in South Korea

ABSTRACT This study aimed to offer fresh insights into the analysis of attitudes towards learning and perceptions of lifelong learning affecting lifelong learning participation by exploring the differences in network structures between lifelong learning participants and non-participants and identifying the core items with the greatest impact on lifelong learning participation. This study utilised network analysis, a method that involves nodes representing each factor and edges indicating connectivity between nodes to reveal the relationships among these factors. Data were collected from a large-scale national survey in South Korea, with 9,973 respondents selected through systematic sampling. The main variables were attitudes towards learning and perceptions of lifelong learning. Network analyses were conducted separately for participants and non-participants. The study’s findings revealed differences in network structures between participants and non-participants. Non-participants consistently reported perceiving learning primarily as an economic means. Network centrality analysis revealed that participants’ attitudes towards learning and perceptions of lifelong learning constituted a multifactorial construct. Conversely, for non-participants, items related to workplace success exhibited significantly higher values, indicating distinct central factors influencing lifelong learning participation in each group. This study’s findings can provide insights for enhancing lifelong learning participation rates, making it a reference for related research and policies.

Lifelong Sports through the Lens of Physical Literacy: Understanding Definitions, Benefits, and Challenges

The participation in lifelong sports often encounters obstacles such as lack of individual motivation, inadequate knowledge and skills, as well as unsupportive environment. This article aims to address these issues by discussing the concept of physical literacy as a tool to promote participation in lifelong sports. library research method was used to understand the definition and importance of physical literacy, motor skills development, and the influence of self-confidence, motivation, and competence on participation in physical activities. The results of the library research show that physical literacy is an essential element that encourages individuals to participate in lifelong sports. This includes the knowledge, skills, and attitudes needed to lead an active lifestyle. Understanding the long-term health benefits of physical activity can also be a strong driver for individuals to lead an active lifestyle. The conclusion is that effective educational strategies or interventions need to be developed and implemented to promote physical literacy and lifelong sports participation. Collaboration with the government and other health organizations is crucial to create an environment that supports everyone to participate in physical activities.

성인 발달장애인의 평생교육 참여에 영향을 미치는 요인에 관한 분석

Purpose: This study utilized the raw data from the 2020 Disability Status Survey conducted by the Korea Institute for Health and Social Affairs to analyze the factors affecting the participation of adults with developmental disabilities in lifelong education. Methods: These factors were categorized into demographic, health, psychological, and social activity aspects. A logistic regression analysis was conducted with lifelong education participation as a dependent variable and the influencing factors as independent variables. Results: The findings are as follows. First, in the health aspect, higher subjective health status and lower need for assistance in daily life were associated with increased participation in lifelong education. Second, in the social activity aspect, previous experience in lifelong education, leisure activities, and use of welfare centers were found to enhance participation. Third, psychological factors did not significantly influence the participation of adults with developmental disabilities in lifelong education. Conclusions: Based on these results this study proposes practical and policy measures to enhance lifelong education participation among adults with developmental disabilities. These include developing health-related programs, promoting autonomous living in daily life, encouraging participation in leisure activities rather than formal education, expanding lifelong education institutions beyond welfare centers, and creating more opportunities for participation in lifelong education.

Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program.

Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency in children with intellectual disabilities (n = 96, 60% boys, age 5-12years) and typically developing children (n = 96, 60% boys, age 5-12years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.

NPCs in video games: a reflective resource for sports coaches and participant engagement.

This perspective article explores the potential of non-player characters (NPCs) in video games as a reflective tool for coaches to enhance participant engagement in sports. While coaches traditionally focus on movement skill instruction, their role extends to fostering young people's immersion in sports contexts and potentially contribute to the possibility of lifelong participation. However, challenges persist in translating coaching theory in coach education programs into practice, including the awareness of roles and how to make young people immersion in sports. Integrating elements from video games, where NPCs play pivotal roles in shaping player experiences, presents a possible avenue for re-thinking the role of coach, especially in participation. By drawing parallels between NPCs and coaches, this article advocates for a new reflection tool for coaching roles. Future research should investigate the effectiveness of leveraging NPCs to enhance athlete engagement and motivation, ultimately creating dynamic and inclusive coaching environments that cater to the evolving needs of participants.

교육수준에 따른 재직자의 평생학습 참여 유형 및 성과분석

The purpose of this study is to identify types of lifelong learning participation of working adults by their education level and investigate how predictors and outcomes of participation vary in different groups. The data was drawn from the Korean Adult Lifelong Learning Survey conducted in 2022, and a total of 6,663 working adults were analyzed. A latent class analysis was performed using non-formal education and informal learning participation responses. The main findings are: first, four types of lifelong learning participation by education level were identified. They were categorized as follows: (1) less-educated, low-participation, (2) well-educated, high-participation, (3) less-educated, traditional learning methods-based, and (4) well-educated, media-based. Higher possibilities in lifelong learning participation were found in well-educated groups compared to their less-educated counterparts. Differences in education level were closely associated with the possibility of non-formal education participation. In the context of informal learning participation, less-educated groups tended to rely heavily on traditional learning methods, whereas the well-educated were more likely to prefer new learning platforms. Second, age, lifelong learning participation motivations, and firm size were the significant factors influencing class membership of lifelong learning participation by education level. Third, scores for lifelong learning participation outcomes were found to be higher in less-educated groups than in the well-educated. Based on the findings, we suggested implications for policy and practice to build an inclusive adult learning system coping with social inequalities.

평생교육 정책 결정 과정 분석

This study provides an academic analysis of the development of the Lifelong Education Voucher policy, employing Kingdon's Multiple Streams Framework(MSF). Problems include indicators of lifelong learning participation rates and adult competencies, and the limitations of lifelong learning policies to address existing gaps in lifelong learning participation. Additionally, the political stream scrutinized the influence of the social environment, regime transitions, and the initiatives of lifelong learning organizations in revising lifelong learning legislation and enhancing the overall system. Lastly, the policy stream delved into the proposals put forth by the Ministry of Education(MOE) and lifelong learning organizations aimed at bolstering the Lifelong Education Voucher. The analysis underscores that the political stream emerges as the primary driving force for the emergence of the policy window, in conjunction with issue-driven dynamics. Within the policy stream, lifelong learning organizations initially advocate for broader support for marginalized groups, later the MOE suggested alternatives. The finalization of this policy is closely aligned with the budget allocation determined by the National Assembly. The MOE assumes a pivotal role as a policy leader, while lifelong learning organizations also exhibit leadership in policy advocacy. This highlights the incongruities within the policy-making process, as envisioned in the MSF, emphasizing the necessity for collaboration between formal and informal stakeholders in the realm of policy-making.

FACILITATORS OF PHYSICAL ACTIVITY IN OLDER ADULTS AND THE IMPACT OF FEAR OF FALLING: WHAT KEEPS US MOVING?

Abstract Habitual participation in physical activity provides many well-documented health benefits for older adults. It has been suggested that high self-efficacy and internal motivation are facilitators of sustained participation, however, the findings are equivocal. Moreover, research suggests that fear of falling may negatively impact self-efficacy, leading to diminished physical activity levels. Therefore, the purpose of this study was to identify factors associated with sustained participation in physical activity and the potential influence of fear of falling on participation in physical activity for older adults. A phenomenological study was conducted with a convenience sample of 19 community-dwelling older adults aged 55-85. Participants completed an online, open-ended survey to identify potential facilitators influencing habitual physical activity in older adults. Van Manen’s (1990) hermeneutical approach was employed to analyze data. Transcripts were analyzed for themes by two members of the research team. Trustworthiness was established by a peer reviewer who assessed theme accuracy. Self-motivation and life-long participation were identified as facilitators of sustained participation in physical activity. This study supports internal motivation as a facilitator; self-efficacy was not identified. Instead, lifelong participation was identified. For this study lifelong participation was defined as participating in physical activity from childhood throughout adulthood and into older adulthood. Furthermore, modification of habitual physical activity was reported due to fear of falling, namely those associated with outdoor activities. All other reported forms of physical activity were maintained. The influence of these modifications on sustained participation in physical activity for older adults is unclear and warrants further investigation.

"If only balls could talk…": barriers and opportunities to participation for students with blindness and visual impairment in specialized PE.

For children with blindness and visual impairment (BVI) of all ages, disability sport and/or regular Physical Activity (PA) are deemed beneficial, promoting physical and mental health as well as increasing wellbeing and life satisfaction. In this regard, Physical Education (PE) serves as a foundation to regular and lifelong participation in PA, mainstream and/or disability sport. Research points towards manifold participation barriers for children with BVI in PE, which so far have mainly been investigated in inclusive settings and from the perspectives of sighted parents, teachers and peers. Consequently, people with BVI frequently consider PE a missed opportunity for lifelong PA. As transitioning from general to special schooling deems the only alternative to continue their education, questions arise in how far and in which ways specialized schools manage to accommodate their needs in PE. To address these gaps in literature, we investigated BVI students' perceived opportunities and barriers to participation in PE within a specialized school setting and their imaginations for possible (digital) improvements and solutions. Within the framework of Inclusive and Youth Participatory Action Research, we adopted the Mosaic Approach to investigate a sample of 19 students aged 14-20 at lower and upper secondary level in a specialized school in Austria. Data material included audio-recordings of interviews, student-guided school tours, photographs of significant places and objects and field protocols. The analysis was conducted with Interpretative Phenomenological Analysis. Through the analysis, we identified three themes. The data material firstly revealed the complex intricacies of how PE teachers can act as facilitators and gatekeepers to autonomous PA. Secondly, material norms function not only as barriers to participation even in a specialized school setting, but also constitute the basis for social hierarchies between students with various degrees of visual impairment. Thirdly, students imagined manifold digital solutions to enhance participation derived from their perceived barriers. The findings contribute to amplifying BVI individuals' voices and provide revealing insights in how participation in PA is enabled and prohibited for students with BVI which can not only help to improve specialized but also inclusive settings.

성인학습자의 평생학습 참여동기가 학습전이에 미치는 영향:학습자만족의 매개효과

Objectives The purpose of this study is to empirically analyze the relationship between lifelong learning partic-ipation motivation, learner satisfaction, and learning transfer for adult learners. Methods An empirical analysis was conducted by conducting a survey on 342 adult learners participating in life-long learning at lifelong education institutions located in the Seoul metropolitan area by multi-regression analysis and bootstrapping with SPSS statistical program. Results The following major results were derived. First, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a significant positive effect on learner satisfaction. Second, it was found that adult learners' learner satisfaction had a significant positive effect on learn-ing transfer. Third, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-ori-ented motivation were found to have a significant positive effect on learning transfer. Fourth, both number learn-ing-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a positive effect on learning transfer through learner satisfaction. Conclusions It was identified through empirical analysis that goal-oriented motivation is important for adult lear-ners' satisfaction and learning-oriented motivation is important to increase learning transfer.