고학력 성인학습자의 학습참여 동기가 자기효능감에 미치는 영향관계에서 자기주도 학습의 매개효과

The Mediating Impact of Self-Directed Learning on the Influence of Higher Education Adult Learners Participatory Motivation on Self-Efficacy

이 연구는 서울 소재 평생교육기관에 수강하고 있는 고학력 성인학습자 267명을 대상으로 학습참여 동기에 따라 자기효능감에 영향을 미치는지 파악하고, 자기주도학습이 매개효과가 있는지 알아보는 데 있다. 주요 연구결과는 첫째, 고학력 학습자들은 ‘학습지향성’ 학습참여 동기가 가장 높았다. 둘째, ‘활동지향성’ 학습참여 동기가 정적 수준에서, ‘학습지향성’ 학습참여 동기는 부적수준에서 자기효능감에 영향을 주는 것으로 나타났다. 셋째, 학습참여 동기의 ‘학습지향성’은 정적 수준에서, ‘활동지향성’은 부적 수준에서 자기주도학습에 영향을 주는 변인으로 나타났다. 넷째, 자기주도학습의 ‘학습에 대한 애착’과 ‘도전에 대한 개방성’은 정적 수준에서, ‘학습자로서 자기 확신’은 부적 수준에서 자기효능감에 영향을 주는 변인으로 나타났다. 다섯째, 학습참여 동기가 자기효능감에 미치는 영향 관계에서 자기주도학습은 부분 매개효과가 있는 것으로 나타났다.

The purpose of this study is to investigate whether self-directed learning has any influence on self–efficacy as per the high education participatory motivation of 267 adult learners, and whether self-directed learning has any mediating impact in this process. Among the significant research results are, first, the motivation to participate in activity-oriented learning has influence on self-efficacy at the static level, whereas the motivation to participate in learning-oriented learning has influence on self-efficacy at the negative level. Second, the learning orientation of the motivation to participate in learning had a predictive variable of influence on self-directed learning at the static level, while the activity orientation had a predictive variable of influence on self–directed learning at the negative level. Third, attachment to learning and openness to challenge of self–directed learning turned out to have a predictive variable of influence on self-efficacy at the static level, whereas conviction as a learner was a predictive variable of influence on self-efficacy at the negative level. Fourth, the mediating impact of self–directed learning was discovered to be limited in participatory motivation for learning having influence on self–efficacy. This study would have limitations of generalization for all learners, but the research results confirm what mediating impact self-directed learning has on the relationship between the participatory motivation for learning of adult learners and self-efficacy in life-long learning, thereby meaningfully verifying the dynamics and priorities of variables that could be mastered through self-directed learning.