지역 종합복지관 여성노인의 학습참여태도와 학습만족이 참여지속성에 미치는 영향

The Effects of Learning Participation Attitude and Learning Satisfaction of Female Old Learners in Local Welfare Centers on Participation Continuity

이 연구는 여성노인학습자의 개인적 특성에 따라 학습참여 태도, 학습 만족, 참여 지속성 인식 차이와 연령집단별 여성노인의 참여지속성에 미치는 변인간의 차이를 탐색·검증해 봄에 목적이 있다. 연구목적을 위하여 부산광역시의 2개 지자체 소재의 노인 및 사회복지관 5개 기관을 표집, 총 402명의 설문지를 회수하였고 SPSS 23.0을 사용·분석하였다. 주요 연구 결과는 첫째, 여성노인학습자의 개인적 특성(연령, 학력, 수입정도)에 따라 고령일수록 학습참여태도, 학습만족, 참여지속성 등 모든 영역에서 인식수준이 높았고, 초등학교 졸업 이하 학력일수록 학습만족과 참여지속성 수준이 높았으며, 수입 정도가 낮을수록 학습만족 수준이 높게 나타났다. 둘째, 연령집단에 따라 여성노인학습자의 참여지속성은 연소노인의 경우, 학습만족의 학습자지원과 학습성과 요인에서, 학습참여태도에서는 학습의 즐거움요인이, 중·고령노인의 경우 학습만족의 학습자지원과 학습성과 요인 그리고 학습참여태도의 학습 가치와 동기 및 개인별 학력 요인이, 고령노인은 개인적 특성인 학력과 수입정도 그리고 학습 만족의 학습성과 요인이 참여지속성에 영향을 미치는 것으로 나타났다.

The purpose of this study is to analyze the learning participation attitude, learning satisfaction, and learning participation continuity of the female old joining a continuing program in welfare centers according to their personal characteristics, to examine the difference between variables influencing their participation continuity by age group. To achieve that, this researcher sampled five institutions in two districts, Busan, and conducted a questionnaire survey. The collected 402 questionnaire copies were analyzed with SPSS 23.0. Learning participation attitude, learning satisfaction, and participation continuity were partially and significantly different depending on the female old learners age, education, and incomes. The older the aged had a high level of recognition in all categories, the female old learners who graduated from elementary school or lower had a high level of learning satisfaction and participation continuity. The female old learners who had small income had a high level of learning satisfaction. Especially, the variables influencing their participation continuity were significant different between age groups. In the case of the young-old, learner support and learning achievement of learning satisfaction, and learning pleasure of learning participation attitude practically and significantly affected participation continuity. In the case of the middle-old, learner support and learning achievement of learning satisfaction, learning value and motivation of learning participation attitude, and education of personal characteristics were practically and significantly influential. In the case of the old-old, education and incomes of personal characteristics, and learning achievement of learning satisfaction were influential.