성인학습자의 학습동기와 자기주도학습의 관계

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship between academic motivation and self-directed learning among adult learners, and to explore the differences of their academic motivation and self-directed learning between the ages and educational backgrounds. In order to accomplish this purpose, the questions that this study addresses to answer are as follows: First, is there a significant correlation between academic motivation and their self-directed learning? Second, are there significant differences between the ages and educational backgrounds in the degree of academic motivation? Third, are there significant differences between the ages and educational backgrounds in the degree of self-directed learning? The subjects of the present study consisted of 658 adult learners ranged from twenty to sixty-eight years old. The survey instruments used for this study were Academic Motivation Scale and Self-directed Learning Scale. The statistical methods employed for data analysis were the correlation analysis, multiple regression analysis, and ANOVA by SPSS win 13.0. The reliability coefficient(Cronbach α) of these were .83 and .90, respectively. The results of the study were as follows: Firstly, there was a significant positive correlation between adult learners\ academic motivating and their self-directed learning. Also, the explanatory power of predictive variables(mastery goal orientations, self-efficacy, and performance goal orientations) for the self-directed learning was approximately 45.1%. Secondly, there were significant differences between the ages and educational backgrounds in the degree of academic motivation. Finally, there were significant differences between the ages and educational backgrounds in the degree of self-directed learning.

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