A Structural Relationship Among Motivation for Participation in Lifelong learning, Self-Directed learning, Self-efficacy and Subjective well-being of Chinese Adult Learners

오늘날 중국은 사회적인 변화를 맞이하고 있다. 중국 경제성장과 의학 발전 등으로 평균 수명이 늘어나면서 경제 불안, 건강 악화, 사회 활동 제한 등 다양한 문제로 어려움을 겪고 있다. 누구나 행복을 희망한다. 이 연구에서는 중국 성인 평생학습자를 대상으로 평생학습 참여동기, 자기주도적 학습, 자기효능감 및 주관적 행복에 대한 구조적 관계를 분석하여 성인학습자의 주관적 행복을 향상할 수 있는 방안을 모색하고자 하였다. 연구대상은 성인 평생학습자 588명을 대상으로 설문을 실시하였다. 연구결과 중국 성인학습자의 평생학습 참여동기, 자기주도적 학습은 자기효능감에 유의한 영향을 주었고, 평생학습 참여동기, 자기주도적 학습, 자기효능감은 주관적 행복에 영향이 있었다. 그리고 중국 성인학습자의 평생학습 참여동기와 주관적 행복의 관계에서 자기효능감은 부분매개효과가 유의미하게 나타났다. 또한 자기주도적 학습과 주관적 행복의 관계에서 자기효능감은 부분매개효과가 있었다. 즉, 평생학습 참여동기, 자기주도적 학습은 자기효능감을 매개로 주관적 행복에 유의한 영향을 미치는 것으로 확인되었다. 본 연구결과는 중국 성인을 위한 평생교육 발전과 평생교육 정책 추진에 도움이 될 것으로 기대된다.This study is to analysis the structural relationship among motivation for participation in lifelong learning, self-directed learning, self-efficacy and subjective well-being of chinese adult learners. The research is to find the structural relationship among motivation for participation in lifelong learning, self-directed learning, self-efficacy and subjective well-being of adult learners. The results are as follows: In the structural relationship among motivation for participation in lifelong learning, self-directed learning, self-efficacy and subjective well-being of chinese adult learners, motivation for participation in lifelong learning has a significant impact on subjective well-being, β=.332 (p<.001). motivation for participation in lifelong learning is significant with self-efficacy, β=.204(p<.01). self-directed learning has a significant impact on subjective well-being, β=.249(p<.001). self-directed learning is significant with self-efficacy, β=.475(p<.001). and self-efficacy is meaning in ubjective well-being, β=.405(p<.001). Moreover in the relationship between motivation for participation in lifelong learning and subjective well-being, self-efficacy plays a partial mediating role; in the relationship between self-directed learning and subjective well-being, self-efficacy plays a partial mediating role. According to this research, adult lifelong education courses should be learner-centered rather than teacher-centered, and appropriate education courses should be provided according to the different participation motivations of lifelong learning, so as to fully mobilize learners enthusiasm, guide learners to think actively, find problems consciously and improve their sense of achievement. Self-efficacy is an important variable affecting subjective well-being. The higher a person s sense of self-efficacy, the stronger the self-confidence, can taste happiness. Therefore, the lifelong education plan should not be satisfied with one s own interest level, but should include self-growth, self-realization, self-development and other contents. Lifelong learning can improve adult s sense of achievement, self-confidence and internal growth satisfaction, so it is of great significance to reduce social conflicts and seek social peace. The purpose of lifelong learning should not be to improve learning satisfaction, but to focus on improving self-respect, satisfying inner growth, feeling negative emotions, pursuing meaning, and realizing subjective well-being.