Advanced SearchSearch Tips
A Structural Analysis of Factors Affecting Adult Learners' Learning Outcomes at the University Lifelong Educational Institutions
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
A Structural Analysis of Factors Affecting Adult Learners' Learning Outcomes at the University Lifelong Educational Institutions
Bang, Hee-Bong;
  PDF(new window)
This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.
Institute Characteristic;Learner Characteristic;Learning Commitment;Learning Outcomes;Learning Satisfaction;
 Cited by
Eccles, J. S., & Wigfield. A, Teacher expectancies and student motivation In J. B. Dusek (Ed.), Teacher expectancies. Hills dale, NJ: Erl baum, 185-226, 1985.

Schunk, D. H, Self-efficacy and classroom learning. Psychology in the Schools, 22: 208-223, 1985. crossref(new window)

Bouffard-Bouchard, T., Parent, S., & Larivee, S. influence of self-efficacy on self-regulation and performance among junior and senior high school age student. international journal of Behavioral Development, 14: 153-164, 1991. DOI: crossref(new window)

Kim, Ae-ryun. A Study of learning performance for adult learner through university's lifelong education institute, Dissertation, Dan kook University, 20-80, 2004.

Han, Seung-jin. An study of participation in university's lifelong education, Dissertation, Soonchunhyang University, 15-55, 2005.

Im, Sook-kyung, An analysis of participation and influence factor of structural model in lifelong education by adult women, Dissertation, Dong-Ah University, 5-55, 2008.

Jackson, S. A,. & Marsh, H, Development & Validation of a scale to measure optimal experience: The Flow State Scale. Journal of sp ort and Exercise Psychology, 18: 17-35, 1999.

Terenzini, P. T., & E. T. Pascarella,. Toward the validation of Tinto's model of college attrition: A review of recent studies. Research in Higher Education, 12(3): 271-282, 1980. DOI: crossref(new window)

Allison, L, M., The Impact of Integrative Experiences on Persistence: A Study of Non traditional Students. Ph. D. diss., University of michigan, 131-161, 1999.

Schuller, Brassett-Grundy et al. Learning continuity and change in adult life. London: The Centre for Research on the Wider Bene fits of Learning, Institute of Education, 102-125, 2002.

Csikszentmihaly, Flow: The psychology of optimal experience. New York: Harper Collins, 34-52, 1990.

Webster, J., & Hackley, p, Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40 (6): 1282-1309, 1997. crossref(new window)

Park, Tae-hoon, A study how CRM commitment & organization culture can effect on CRM outcomes. Dissertation, Kwang-woon University, 10-64, 2007.

Son, Ki-young, Kim, Sung-kook, A study on commitment through the participant of company's web-based training, Kyungsang University, 3(2): 11-87, 2006.

Levy, Y, Comparing dropouts and persistence in e-learning courses. Computers & Education, 45(2): 185-204, 2007.

Byun, Joo-sung, A study on structural anal ysis that how lifelong apprentice education program influence in learning outcomes. Dissertation, Hankook Teacher's University, 1-102, 2009.

Hong, Se-hee. A basis of selection for fitting index of structural equation model, The Korean psychological Association, 19(1) : 161-177, 2010.

Browne, M. W., & Cudeck, R. Alternative ways of assessing model fot. Un K. A. Bollen & J. S. Long(Ed.). Testing structural equation models. Sage: Newbury Park, California, 101-138, 1993.

KEDI. Statistical Data of Lifelong Education, Korean Educational Development Institute, 1-89, 2013.

Lee, Kang-eun, Hong, Ah-jeong, The impact on learning outcomes through adult learner's characteristics factors, Lifelong education research, 21(2): 109-135, 2015.

Kim, Jong-suk, Yeun, Ji-su, A study on how learning satisfaction can influence to study outcomes and persistence through lifelong education participants, Interdisciplinary journal of adult continuing education, 17(4): 179-204, 2014.

Lee, Sang-hyun, Effect on characteristics of adult learner upon the learning outcomes of lifelong education program in the culture center, Dissertation, Wonwang University, 25-76, 2015.

You, Chang-jun, Effect on organizational efficiency through the lifelong education's participating outcomes in small business workers, International Cultural University, Dissertation, 85-120, 2013.

Chun, Sun-young, Effect on participation of lifelong education performance by adult learners and institution's characteristics, Donngah University, Dissertation, 1-75, 2013.