초록 열기/닫기 버튼
본 연구는 성인학습자의 성취목표지향성, 참여동기, 자아개념이 학습몰입에 영향을 미치는 관계를 밝히는데 그 목적이 있다. 이를 위해 학습몰입 요인들을 성취목표지향 요인들, 참여동기 요인들, 자아개념 요인들로 구분하였고, 성인학습자 400명을 대상으로 설문지를 배포하였다. 수집된 설문자료에서 학습자들이 보이는 경향성을 구체화하기 위해 성취목표지향성, 참여동기, 자아개념에 대해 하위척도들 간의 평균치 차이 검증을 실시하였고, 성취목표지향성과 참여동기, 자아개념 및 학습몰입수준의 하위변인과의 관계를 알아보기 위하여 상관관계를 분석하였다. 또한, 성취목표지향성과 참여동기, 자아개념이 학습몰입수준에 미치는 영향을 알아보기 위하여 회귀분석을 실시하였다. 연구결과 첫째, 성인학습자의 인구학적 특성에 따른 성취목표지향성, 참여동기, 자아개념 및 학습몰입은 부분적으로 차이가 있었다. 둘째, 성인학습자의 성취목표지향성, 참여동기, 자아개념 및 학습몰입 간의 상관관계에서 자아개념과 학습몰입, 참여동기와 학습몰입의 상관도가 높았고 그 다음은 참여동기와 성취목표, 자아개념과 참여동기, 성취목표와 학습몰입, 자아개념과 성취목표 순으로 상관도가 낮은 것으로 나타났다. 셋째, 성인학습자의 학습몰입에 미치는 영향은 자아개념, 참여동기, 성취목표 순으로 학습몰입에 영향을 주는 것으로 나타났으므로 학습자들의 학습활동 그 자체에서 흥미를 찾을 수 있도록 자아개념을 높여준다면 학습몰입을 경험할 수 있을 것이다.
In the world of education, the 21 century can be defined as the era of lifelong and open education. For today’s people, continuous self-development through lifelong learning is considered critical not just for personal happiness and survival in society but also as a source of competence in knowledge-based society. As the world enters the era of limitless competition with the spread of globalization, people’s interests in human resources are growing and professional education is gaining more importance. The structural transition into a knowledge-based society and the rise in living standards has contributed to various needs for adult education and an increasing call for learner-oriented leaning activities. To meet such needs, the focus should be on what adult learners consider is practical and what they want to learn in daily lives because adult learners tend to become more passionate and immerse themselves in learning when they feel that they are actively developing their abilities through learning and reaching goals. In this study, the author i) examined four factors – goal orientation, motivation, self-concept and learning flow – depending on demographic characteristics of adult learners, ii) analyzed correlations among the factors and iii) identified the effect of goal orientation, motivation and self-concept on learning flow in adult learners by using an empirical method. A survey was conducted on adult learners at the age of 20 or over who were taking lifelong education programs in lifelong education institutions The results indicated that lifelong education contributed to the quality of life, social exchange and skill development in adult learners, and that active participation in learning activities influenced the learning flow. It was also found that goal orientation, motivation and self-concept had significant correlations with learning flow and the effect of self-concept was the clearest followed by motivation and goal orientation. In adult learners, it was discovered that the stronger self-concept they had, the better immersed they were in learning. And people with a higher level of education tended to make relatively more efforts in self-development and have more interests in and a stronger sense of achievement from learning compared with the rest.
