• Title/Summary/Keyword: 학습참여동기

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Exploring the Effect of Interaction between a Sense of Community and Marital Intimacy on the Learning Participation Motive : Focused on Church Family Ministry Program Participants (학습참여동기에 대한 공동체 의식과 부부 친밀감의 상호작용 효과 탐색 : 교회 가정사역 프로그램 참여자를 중심으로)

  • Lee, Chu Gang;Nam, Sunwoo
    • Journal of Christian Education in Korea
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    • v.67
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    • pp.117-156
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    • 2021
  • This study was conducted in order to investigate the effect of interaction bewteen a Sense of Community and Marital Intimacy effect on learning participation motive in the church family ministry program. In this study, data from 607 people(male: 302, female: 305) nationwide churches and institutes participating in church family ministry program were collected as analysis targets. The produced results from this study are: First, Emotional connection, one of the Marital Intimacy, has meaningful effect (t=6.087, p<.001) on Continuous motivation, one of the learning participation motive. Second, Membership, one of the Sense of Community, has meaningful effect (t=3.343, p<.001) on Intrinsic motivation, one of the learning participation motive. Third, Influence, one of the Marital Intimacy, has meaningful effect (t=5.358, p<.001) on Extrinsic motivation, one of the learning participation motive.

A Study Exploring the Relationship of Educational Participatory Motivation and Educational Satisfaction among Adult Social Work Students of a Cyber University (사이버대학교 사회복지학 전공자들의 학습참여동기와 학업만족도)

  • Lim, Hyo-Yeon;Lee, Soon Min
    • The Journal of the Korea Contents Association
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    • v.14 no.10
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    • pp.403-415
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    • 2014
  • This study explored three types of educational participatory motivations among 196 adult social work students at one of Cyber University in Seoul, Korea. and examined the relationship of educational participatory motivations and educational satisfaction, aiming to provide suggestions for increasing adult social work students' educational satisfaction. Results revealed that students had goal-oriented motivation the most, followed by learning-oriented motivation and activity-oriented motivation. Results showed that age and three types of educational participatory motivations, in order of goal-oriented, learning-oriented, and activity-oriented motivations, influenced educational satisfaction. In conclusion, this study suggested that cyber universities should improve educational environments including educational curriculum, in order to meet adult social work students' goal-oriented motivation, and provide methods to satisfy adult social work students' activity-oriented motivation, reflecting their altruism. In addition, young social work students' educational participatory motivations should be explored to increase their educational satisfaction.

The effect of educational participatory motivation and life satisfaction on major satisfaction among Cyber University students (사이버대학생의 학습참여동기와 삶에 대한 만족도가 전공만족도에 미치는 영향)

  • Gwak, Yoon Jung;Lee, Ji Hye
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.5
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    • pp.285-295
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    • 2018
  • This study examined the effects of Cyber University students' educational participatory motivation and life satisfaction on their satisfaction with their major. The subjects were 937 adult learners at one of the Cyber Universities in Seoul, Korea, who were over 20 years of age. The results were as follows. First, the main motivation of the Cyber University students was goal-oriented, followed by learning-oriented motivation and activity-oriented motivation. Second, there were significant differences in their educational participatory motivation, life satisfaction and major satisfaction according to their sex, age, occupation, marriage and major. Third, their life satisfaction and three types of educational participatory motivation had positive effects on the satisfaction with their major in the order of life satisfaction, goal-oriented motivation, learning-oriented motivation and activity-oriented motivation. These findings suggest that adult learners' quality of life and motivation to learn are very important for increasing the degree of satisfaction with their major.

A Study of the Learning Participation Motive Effect on Servant Leadership and the Mediating Effect of the Sense of Community : Focused on Church Family Ministry Program Participants (학습참여동기가 서번트 리더십에 미치는 영향과 공동체 의식의 매개효과에 관한 연구 : 교회 가정사역 프로그램 참여자를 중심으로)

  • Lee, Chu Gang;Kim, Jong Pyo;Hong, Mi Kyung
    • Journal of Christian Education in Korea
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    • v.64
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    • pp.173-202
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    • 2020
  • This study was conducted in order to investigate the structural relationship bewteen the learning participation motive effect on servant leadership in the church family ministry program and the sense of community. First, analyizing previous studies, a structural model was developed. Then, in the effort of verifying the structural model, 607 responses out of 700 questionnaires distributed into nationwide churches and institutes participating in church family ministry program were collected as target data. Informations on learning participation motive, servant leadership, and sense of community were collected through the questionnaires after the church family ministry program. In order to study the structural relationship between the servant leadership effect on learning participation motive and the sense of community, the collected data were analyzed according to structure equation model analylsis. As a result, the structural model this study suggested was found proper. Accordingly, it was verified that the sense of community carrying the effect of intrinsic and extrinsic motives, two of learning participation motives, affected servant leadership. Also, it was verified that the subfactors of the sense of community played important role in enhancing servant leadership in cause and effect relationship between learning participating motive and servant leadership. Therefore, in church family ministry program, it can be suggested that moderating sense of community under the consideration of participants' intrinsic and extrinsic motives makes moderating the level of learning participation motive possible.

Influence of Adult Learning Characteristics and Lifelong Learning Participation Motivation on Learning Outcomes: Mediating Effect of Wisdom (성인의 학습특성과 평생학습 참여동기가 학습성과에 미치는 영향 : 지혜의 매개효과)

  • Ro, Yoo-Seok;Song, Sun-Hee
    • The Journal of the Korea Contents Association
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    • v.19 no.5
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    • pp.389-403
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    • 2019
  • This study has a purpose, that investigating influence of learning characteristic, lifelong learning participation motive, and wisdom that adult has at learning outcome and whether it has mediating effect of wisdom at influence that learning characteristic and lifelong learning participation motive have. For this, the subjects of the study was 425 adult learners from 20 to 69 years old who participated or are participating at Seoul, Incheon, and Gyeonggi-do. The results of this study are as in the following. At first, as a result of investigating relationship between learning characteristic, lifelong learning participation motive, wisdom, and learning outcome, the correlation coefficient of all variables appeared meaningfully. Second, as a result of investigating influence that learning characteristic, lifelong learning participation motive, and wisdom have in learning outcome, the most influential variable was learning value, the rest were cognitive capability, activity direction motive, learning direction motive and positive life attitude in this order. The third, as a result of investigating mediation effect of wisdom at influence that learning characteristic and lifelong learning participation motive have in learning outcome, Wisdom at the influence that learning characteristic have on learning outcome had completely mediated effect, and the wisdom at the influence that lifelong participation motive have on learning outcome had partially mediated effect. Thus, it was shown up that adult's learning characteristic and lifelong learning participation motive are able to increase effectively learning outcome by mediating wisdom. Therefore it is implying that it is essential to consider learning characteristic and lifelong learning participation motive in lifelong education field, and learning circumstance related with wisdom is important, as wisdom is important variable for increasing learning outcome.

Learning Participatory Motivation of learner in Fashion Major Degree Program in Academic Credit Bank System (학점은행제 패션전공 학위과정 학습자의 학습참여동기)

  • Yi, Hye-Yun;Park, Myung-Ja
    • Journal of the Korea Fashion and Costume Design Association
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    • v.17 no.4
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    • pp.191-200
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    • 2015
  • The purpose of this study is to analyze the difference of educational institutions and majors on Learning Participatory Motivation of Lifelong Education Organizations of Universities and Job Technical Colleges that are operating academic degrees on bachelor of fashion and associate of industrial arts in Academic Credit Bank System. The significance of this study is to provide basic information for educational institutions to promote efficient operation and devise a strategy for reinforcing educational competitiveness according to individual Learning Participatory Motivation and purpose of learners. In this study, educational institutions were classified into Lifelong Education Organizations of Universities and Job Technical Colleges operating academic degrees in Academic Credit Bank System. Degrees were divided into bachelor of fashion and associate of industrial arts, and majors were divided into fashion design and fashion business for bachelor of fashion and fashion design and fashion business for associate of industrial arts. Looking at Learning Participatory Motivation of learners, factors selected by learners as considerations for registration and selection of currently affiliated educational institution were found to be 'acquisition of degree at a university' and 'acquisition of degree' for Lifelong Education Organizations of Universities and fashion design major, and 'for employment' and 'acquisition of new knowledge and skill' for Job Technical Colleges and fashion business major.

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A study of adult learners in the Lifelong Learning happiness (성인학습자의 평생학습 행복지수에 관한 연구)

  • Kim, Mi-Young;Kang, Hun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.4
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    • pp.138-146
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    • 2016
  • This study examined the mediating effects of the adult educator's characteristics on the relationship between the characteristics of the participants attending adult continuing education and the happiness index of lifelong learning, the motivation of participating in learning and the institution characteristics. The research results showed that there is no difference in the happiness index of lifelong learning according to the sex of the adult learners, education level, age, residence, participation experience of lifelong learning, occupation, and type of lifelong programming being participated. The characteristics of adult learners do not have a direct impact on the happiness index of lifelong learning. The characteristics of adult learners affect the characteristics of adult educators, motivation of participating in learning and institution characteristics. Although the characteristics of educators do not affect the happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have a positive impact on the happiness index of lifelong learning. While the characteristics of adult educators do not have a mediating role for the characteristics of adult learners and happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have shown a complete mediation for the characteristics of adult learners and the happiness index of lifelong learning. These findings suggest that the participating motivation of adult learners, adult educator's improved understanding on adult learners and education quality of education institution are very important for increasing the happiness index through a lifelong learning experience.

Effect of Learner's Motivation on Professional Development in Vocational Education of Clothing Manufacturing (의류제조 직업능력개발교육 학습자의 학습참여동기가 교육 및 취업서비스만족도와 직업능력개발성과에 미치는 영향)

  • Jun, Hyun-Mi;Jeong, Jae-Chul;Park, Myung-Ja
    • Journal of the Korea Fashion and Costume Design Association
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    • v.19 no.4
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    • pp.75-91
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    • 2017
  • This study investigated how learning motivation affects satisfaction with training and employment services and its performance for participants in government-supported job skill development program of the clothing industry so as to provide fundamental data for developing a training program that fosters professionals and relieves the labor shortage in the clothing industry. 180 copies of questionnaires were statistically analyzed by SPSSWIN 21.0. Most trainees were low-income citizens in their 40s and 50s. They were divided into highly educated or low-educated. The results of the research are as follows: when the trainees were motivated by the goals of getting a certificate or a job, employment service satisfaction levels were influenced meaningfully. Secondly, educational satisfaction levels and occupational ability development also scored highly. Therefore, it is important to strengthen instructors' competency. Instructors must be required to have onsite experience so that they can provide authentic education that can be applied to the work field. The government should establish a compulsory training session for the trainers along with an incentive program so that they can catch up with up-to-date technology and trend. Third, the research shows that supporting business startup and job placement is important. Follow-up management systems should be provided in cooperation with relevant institutions of employment and business startups. Either outsourcing or placement of professional advisors is also needed.

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Effects of Adults' Participation Motives for Lifelong learning, and their Satisfaction and Learning Outcomes on Social Capital Formation (성인의 평생학습 참여동기와 만족도 및 학습성과가 사회적자본 형성에 미치는 영향)

  • Yoon, Jong-Chan;Han, Sang-Hoon;Park, Myeung-Sin
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.2
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    • pp.579-589
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    • 2016
  • This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.

The Effects of Lifelong Education Participative Motivation, Self-Efficacy, and Self-Directed Learning on Educational Satisfaction of Middle Age Adults (중년기 성인학습자의 평생학습 참여동기, 자기효능감, 자기주도학습이 교육만족도에 미치는 영향)

  • Song, Sun-Hee;Ro, Yoo-Seok
    • The Journal of the Korea Contents Association
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    • v.17 no.12
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    • pp.319-329
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    • 2017
  • This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.