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중국 성인 중기 평생학습자의 참여동기가 주관적 행복감 관계에서 자기주도학습과 자기효능감 간접효과
이 영촌,임명희 한국아시아학회 2024 아시아연구 Vol.27 No.1
본 연구의 목적은 중국 산서성 성인 중기 평생학습자의 평생학습 참여동기, 자기주도학습, 자기효능감, 주관적 행복감 간의 구조적 관계를 밝히는데 있다. 성인 학습자의 주관적 행복감에 영향을 주는 요인을 탐구하여, 주관적 행복감을 향상에 도움이 되고자 하였다. 본 연구에서는 중국 산서성의 성인 중기 평생학습자를 대상으로 인터넷으로 조사를 실시하였으며 798개의 유효 설문을 SPSS 27.0과 Amos 27.0을 이용하여 통계처리를 하였다. 연구결과, 첫째, 평생학습 참여동기는 주관적 행복감, 자기주도학습, 자기효능감에, 자기주도학습은 자기효능감과 주관적 행복감에, 자기효능감은 주관적 행복감에 긍정적인 영향을 보였다. 둘째, 변수들 간의 간접효과를 분석한 결과, 성인 중기 평생학습자의 평생학습 참여동기와 주관적 행복감에 있어서 자기주도학습과 자기효능감이 간접효과가 있었다. 즉 학습자에게 참여동기는 자기주도학습을 높이고 자기효능감을 주어 학습자의 주관적 행복감을 향상시켰다. 본 연구를 통해 중국 성인학습자의 주관적 행복감 향상을 위한 요인들의 중요성을 인식을 이를 위한 정책적 뒷받침이 요구된다. The purpose of this study is to reveal the structural relationship between motivation to participate in lifelong learning, self-directed learning, self-efficacy, and subjective happiness among middle-aged adult lifelong learners in Shanxi Province, China. The purpose of this study was to explore factors that affect adult learners' subjective sense of happiness to help improve their subjective sense of happiness. In this study, an Internet survey was conducted targeting mid-career adult lifelong learners in Shanxi Province, China, and 798 valid questionnaires were statistically processed using SPSS 27.0 and Amos 27.0. As a result of the study, first, motivation to participate in lifelong learning showed a positive effect on subjective happiness, self-directed learning, and self-efficacy, self-directed learning had a positive effect on self-efficacy and subjective happiness, and self-efficacy had a positive effect on subjective happiness. Second, as a result of analyzing the indirect effects between variables, self-directed learning and self-efficacy had an indirect effect on the motivation to participate in lifelong learning and subjective happiness of middle-aged adult lifelong learners. In other words, motivation for learners to participate increased self-directed learning and gave them a sense of self-efficacy, thereby improving learners' subjective happiness. Through this study, the importance of factors for improving the subjective happiness of Chinese adult learners was recognized, and policy support was required for this purpose.
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中國成人終身學習者參與動機及自我主導學習對主觀幸福感的影響:參與時間的調節中介效應
이 영촌,임명희 한국아시아학회 2024 아시아연구 Vol.27 No.2
本研究的目的在于了解中国山西省成人中期终身学习者终身学习参与动机对主观幸福感的影响,揭示终身学习参与动机与主观幸福感之间关系中自我主导学习的中介效应。此外,还研究了在终身学习参与动机和主观幸福感之间,通过参与时间的调节来了解自我主导学习的中介效应。为此,对我国山西省地区成人中期终身学习者进行了网络调查,收集到798份有效问卷,运用SPSS PROCESS macro进行统计处理,研究结果表明:第一,终身学习参与动机对自我主导学习和主观幸福感有正向影响,自我主导学习对主观幸福感有正向影响。其次,通过对互动之间的间接效应分析,证实了自我主导学习在中国山西省成人中期终身学习者的终身学习参与动机与主观幸福感之间起到了中介效应。第三,以终身学习参与时间为调节变量,分析了自变量通过参数对因变量的条件间接效应,结果表明,在终身学习参与动机与主观幸福感之间的关系中,参与时间的值在M-1SD(1.377)至M(2.495)、M+1SD(13.613)范围内均表现显著。这是随着终身学习参与动机的变化,中国成人终身学习者主观幸福感发生变化,参与时间越高,终身学习参与动机的增长和自我主导学习的增长率在所有领域都降低。通过本研究,确认了因素对提高中国成人学习者主观幸福感的重要性和必要的政策支持。 The purpose of this study is to understand the influence of lifelong learning participation motivation on subjective well-being in middle-aged adult learners in Shanxi Province. In addition, we investigated the mediating effect of self-directed learning through the regulation of participation time between lifelong learning participation motivation and subjective well-being. The results of the study are as follows. First, the motivation of lifelong learning has a positive effect on self-directed learning and subjective well-being and self-directed learning has a positive effect on subjective well-being. Second, by analyzing the indirect effects of interaction, it is proved that self-directed learning plays a mediating role between life-long learning motivation and subjective well-being of adult learners in Shanxi Province. Third, the indirect effects of independent variables on dependent variables were analyzed. The results showed that M-1SD (1.377) to M(2.495), M+1SD (13.613) were significant in the relationship between lifelong learning motivation and subjective well-being. This is because with the change of lifelong learning participation motivation, the subjective well-being of Chinese adult lifelong learners changes and the higher the participation time, the lower the growth rate of lifelong learning participation motivation and self-directed learning. Through this study, we confirm the importance of factors and the necessary policy support for improving the subjective well-being of Chinese adult learners.
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