여성성인학습자의 평생학습 참여성과 및 영향요인에 관한 구조모형분석

국문 초록 (Abstract)

본 연구의 목적은 평생학습에 참여하는 여성성인학습자의 참여성과를 설명할 수 있는 이론적 모형을 개발하고, 여성성인학습자의 학습자 특성, 참여하고 있는 교육기관특성, 참여동기수준, 학습참여도가 평생학습 참여성과에 미치는 영향을 분석하며, 학습자의 참여동기수준 및 학습참여도가 학습자 특성과 교육기관특성을 어떻게 매개하여 참여성과에 영향을 주고 있는지 밝힘으로서 참여성과와 관련된 영향요인들을 구조분석하는 데 있다. 더 나아가 여성성인학습자의 참여성과가 향후 인적자원개발 정책에 어떤 전략적 시사점을 줄 수 있는지를 탐색해 보고자 하였다.
이러한 목적을 달성하기 위하여 본 연구에서는 선행연구와 문헌고찰을 통하여 연구의 가설적 모형을 구축하여 외생변수로는 학습자특성과 교육기관특성을, 매개변인으로 참여동기수준과 학습참여도를, 내생변인으로 참여성과를 설정하였다. 이 5개의 잠재변인을 측정하기 위해 각각의 측정변인을 포함하였다. 학습자특성은 학습가치, 학습효능감, 학습애착의 3개 변인, 교육기관특성은 프로그램만족도, 교육기관만족도의 2개 변인, 참여동기수준은 활동지향적, 목표지향적, 학습지향적 변인 3개, 학습참여도는 참여수준, 학습몰입 2개 변인, 참여성과는 개인적자본과 사회적자본의 2개 변인을 포함하여 총 12개의 측정변인을 구성하여 각 요인들 간의 인과관계에 대한 가정들을 종합하여 가설적 인과모형을 구축하였다.
연구를 위한 조사는 평생교육기관을 공공기관과 민간기관으로 나누어 총 8개 기관 1,030명의 여성성인학습자를 대상으로 하였으며, 조사에 사용된 설문지는 예비조사를 통하여 신뢰도와 타당도를 검증한 후 사용하였다. 자료수집은 직접하였으며, 회수된 설문지 중 분석에 적합하지 않은 설문지를 제외한 836매가 분석에 이용되었다. 수집된 자료의 기술적 통계와 상관분석은 SPSS 14.0 Program을 이용하였고, 가설적 모형은 AMOS 6.0 Program을 이용하여 공분산 구조분석을 하였다.
본 연구를 통하여 얻어진 연구결과는 다음과 같이 요약될 수 있다.
첫째, 본 연구 대상자인 평생학습 프로그램에 참여하는 여성성인학습자의 참여성과에 대한 인식은 전반적으로 매우 높은 것으로 나타나, 현재 이루어지고 있는 다양한 평생학습이 여성성인학습자들에게 의미 있는 학습적 결과를 제공하고 있다고 판단되었다. 그러나 참여성과가 지속되기 위해서는 연령, 직업, 소득수준, 생애단계 등의 변인에 따라 다양한 여성들의 삶을 고려해야 할 것이다.
둘째, 여성성인학습자의 참여성과를 설명해주는 가설적 모형의 적합도는 χ2검증(χ2 = 282.191)과 적합도지수(TLI = .911, CFI = .940, RMSEA = .081)를 이용하여 검증하였고, 본 연구에서 설정한 가설적 모형의 타당성을 확인하기 위하여 경합모형을 설정한 후 부합도(χ2 = 300.873, TLI = .908, CFI = .936, RMSEA = .081)를 비교한 결과, 가설적 모형이 자료에 더 부합되는 것으로 나타났다.
셋째, 여성성인학습자의 참여성과에 관련된 변인들간의 상호관련성을 검증한 후 설정한 본 연구의 인과적 구조모형을 통해 평생학습에 참여하는 여성성인학습자들의 참여성과에 직접적으로 영향을 미치는 관련변인으로 학습자특성, 교육기관특성, 참여동기수준, 학습참여도 모두 중요한 영향력을 갖는 것으로 입증 되었다.
넷째, 참여성과에 대한 전체효과를 분석한 결과, 참여성과를 유의하게 설명하는 변인은 교육기관특성(β=.569), 참여동기수준(β=.529), 학습참여도(β=.521), 학습자특성(β=.138)순으로 나타났다. 교육기관특성변인은 참여성과에 정적인 영향을 주는 요인 중 가장 큰 효과를 가지고 있었다. 이는 평생교육기관 경영이 인적․물적 자원관리, 프로그램 관리, 공격적인 마케팅 실시 등의 기관 경영노력을 더욱 강화해야 함을 의미한다. 또한 학습참여도는 참여성과에 직접적인 영향력이 가장 큰 변인으로 나타나 학습몰입 및 비용투자를 고려한 학습자 개인적 노력도 요구된다.
평생학습 참여에 관한 선행연구에서 학습자특성, 교육기관특성, 참여동기수준, 학습참여도가 참여성과에 영향력이 큰 요인이라는 근거를 바탕으로 여성성인학습자의 평생학습 참여성과에 대한 총체적이며 포괄적인 예측모형을 구축하고, 변수들 간의 상호관련성을 검증한 본 연구결과는, 향후 성인학습자의 참여성과를 예측하고 이해하려는 연구에 유용한 여러 가지 시사점을 제공할 수 있다.
여성성인 평생학습을 발전시키기 위한 정책적 과제는 다음과 같이 요약될 수 있다. 첫째, 평생학습 프로그램 제공자는 사회적 추세에 편향된 나열식 프로그램을 지양하고, 학습자가 처해 있는 사회맥락적 요소를 반영하여 참여성과를 향상시킬 수 있는 체계적인 프로그램개발과 운영에 주력해야 할 것이다. 둘째, 성인학습의 참여성과를 향상시키기 위해서는 학습자, 교수자, 교육기관, 지역사회, 정부와의 유대관계를 통한 강력한 학습공동체 역할 수행이 강조되어야 할 것이다. 셋째, 평생교육기관이 개인의 평생학습을 체계적으로 지원하는 중추적 교육기관으로 자리매김하기 위해서는 기관과 국가 및 지방자치단체의 공급자 중심 경영을 극복하여 보다 실질적인 수혜자 중심의 기관경영이 요구된다. 넷째, 성인학습 참여성과의 연속적 현상을 파악하여 개인의 전생애를 통합적으로 지원하기 위해서는 종단적 연구가 시행되어야 할 것이다. 다섯째, 포괄적인 참여성과 관련변인들간의 구조적 인과관계 분석을 다양한 대상으로 확대시킨 모형 개발이 필요하다.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 9
• Ⅱ. 이론적 배경 11
• 1. 평생학습사회의 성인학습자 11
• 2. 여성과 평생학습 참여 24
• 3. 평생학습 참여성과 46
• Ⅲ. 연구모형 및 연구가설 62
• 1. 연구의 개념적 틀 62
• 2. 가설적 연구모형설정 63
• 3. 경합모형의 설정 67
• Ⅳ. 연구방법 69
• 1. 조사대상의 선정 및 수집 69
• 2. 조사도구 70
• 3. 연구절차 80
• 4. 자료분석 80
• Ⅴ. 연구결과 83
• 1. 여성성인학습자의 일반적특성 83
• 2. 측정변인들간의 상관관계 89
• 3. 가설모형의 평가 90
• 4. 연구모형의 구조경로에 따른 유효성 검증 94
• 5. 참여성과에 영향을 미치는 변인들의 효과 분석 100
• Ⅵ. 논의 102
• 1. 가설적 모형의 검증과정 102
• 2. 여성성인학습자의 참여성과와 관련된 영향요인 103
• 3. 학습자특성 및 교육기관특성변인과 참여성과의 관계 104
• 4. 참여동기수준 및 학습참여도 변인과 참여성과의 관계 105
• 5. 참여성과와 관련된 매개효과의 역할 107
• Ⅶ. 결론 108
• 1. 요약 및 결론 108
• 2. 제언 111
• 부록
• 참고문헌
• Abstract

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