중년기 여성의 평생교육 참여동기, 자기주도 학습이 프로그램 만족도에 미치는 효과 분석: 교육서비스질의 매개효과를 중심으로 = Analyzing the Eeffects of Middle aged Women's Life Long Education Participative Motivation and Self Directed Learning on Program Satisfaction: Focusing on the Mediating Role of Education Service Quality

다국어 초록 (Multilingual Abstract)

The objective of this study is to analyze the structural relationship of middle-aged women participating in lifelong education participative motivation, self-directed learning, educational service quality and their satisfaction of the program. Specific research questions were summarized as follows; First, personal background characteristics of middle-aged women's Lifelong Education Participative Motivation, their Self- Directed Learning, Educational Service Quality and their Program Satisfaction what is the difference? Second, How are Lifelong Education Participative Motivation, their Self-Directed Learning, Educational Service Quality and their Program Satisfaction related? Third, How is Educational Service Quality related to Participative Motivation, their Self-Directed Learning, and their Program Satisfaction? First, the middle-aged woman on each side of the human individual differences in background characteristics through verification residence, monthly income, education, programs, by region, age, occupation, marital status, social status, life-long learning is a significant difference in the degree of participation respectively. It is a leader in continuing education institutions to operate and when planning a continuing education program located in any region if the agency, the agency is located where the middle-aged women's economic level, education level, age, occupation, marital status, whether social activities, such as continuing education participation, it is essential to consider. This allows the learner-centered continuing education institutions to plan and operate a customized training program, it is of utmost importance. Second, middle-aged women's lifelong education participative motivation, self-directed learning, educational service quality and their satisfaction of the program are closely interrelated. To improve the quality of the education service provided by the education institution thru the use of strategies such as having brand image results to high satisfaction for individual programs. Third, it was proven that the Educational Service Quality has an influence on the relationship among all the variables. The level of general Educational Service Quality provided by the institution decides the rate of satisfaction. Therefore the center owners should focus on building the learning ambiance for middle-aged women to be able to get high educational service quality in the institution. This study means educational effort is much needed considering the general side related to the variables to develop the discussion on the satisfaction on the program through proving the structural relationship among the variables and building the comprehensive theoretical model that can explain the level of satisfaction on the program for middle-aged women.