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.
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: http://dx.doi.org/10.1177/016502549101400203
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: http://dx.doi.org/10.1007/BF00976097
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.
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.