The purpose of this study was to explore determinants of learning flow of participants in lifelong education programs. A structural equation model was presented to describe the hypothetical causal relationships among individual factors, situational factors, motivation to learn, and their levels of learning flow. In the model, intrinsic motivation and extrinsic motivation were assumed as a variable, which mediates the effects of individual and situational factors on the levels of learning flow. The major findings of this study were as follow: ①Intrinsic motivation to learn of adult learners had positive effects on learning flow. But extrinsic motivation to learn of adult learners did not have. ② Intrinsic motivation to learn of adult learners was affected by learning content and perceptions of expectancy-value about learning program. And extrinsic motivation to learn of adult learners was affected by perceptions of expectancy-value about learning program. ③Learning flow of adult learners was affected directly by self-concept and instructional techniques of instructor. ④A series of path analyses revealed that learning contents, self-concepts, instructional techniques of instructor, and intrinsic motivation to learn had effects on learning flow of adult learners. And indirect effects of learning contents on learning flow was mediated by intrinsic motivation to learn. It shows that intrinsic motivation to learn mediate the effects of learning contents on learning flow. Based on the conclusion of this study, following recommendations are offered to enhance learning flow of adult learners: ①Instructors of adult learning programs should deepen learners intrinsic motivation to learn. ②Instructor of adult learning programs should provide the experiences from which adult learners can derive self-confidence as a learner. ③Adult learning programs should be organized to stimulate learner engagement and challenge, and to facilitate meaningful learning.
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과 및 해석
Ⅴ. 논의 및 결론