교육소외계층의 평생학습 참여동기저해요인에 관한 연구 : 대구ㆍ경북 지역을 중심으로 = A Study on discouraging factors of participation motivation for lifelong learning in educationally disadvantaged group

다국어 초록 (Multilingual Abstract)

Contemporary society in which we are currently living through encounters a lifelong learning society with 21st century's new educational paradigm through the flux of rapid change represented by knowledge-based society, information-oriented society, and globalized society. The importance of lifelong learning is also gradually increasing in Korea.
In theory, lifelong learning is known as 'Education for All', and it could be primarily defined as 'education for the neglected or disadvantaged group'.
Especially, lifelong learning should be directed for those educationally disadvantaged groups who were not able to receive proper formal school education, and it must foster an atmosphere in which anyone could participate. However, observing the social group participating in the numerous lifelong learning programs, it is noticeable that so-called middle or upper class women who have high educational level and time to spare dominates the major part of participation. Educational gap resulting from formal schooling is aggravated through lifelong learning, which would rather make lifelong learning a catalyst stirring up 'social polarization'. As it is, it calls for support and expansion of lifelong learning for relatively disadvantaged group in order to lessen the educational gap that is gradually increasing according to sex distinction, educational level, age group, and region.
Regarding the studies over lifelong learning participation that has been carried out currently in Korea, it lacks cases studying discouraging factors of participation and the relations among the factors, and even cases studying participation motivation of lifelong learning do not consider for educationally disadvantaged groups, and remain limited to lifelong learning participation factor studies directed on total adult learners participating in lifelong learning. On this, the study observes how the influence of participation discouraging factors for educationally disadvantaged groups in lifelong learning affects participation motivation for lifelong learning. Then, it contemplates for revitalization measures to encourage the educationally disadvantaged groups to participate in lifelong learning. In this purpose, the difference between motivation and the discouraging factors for participating in lifelong learning are analyzed according to personal property variable of the educationally disadvantaged group, and the influence of discouraging factors on participation motivation for educationally disadvantaged group is analyzed.
To carry out this study, through convenience sampling of nonprobability sampling method, 25 institutions(11 from Dae-gu district, 14 from Gyeong-buk district) operating through supporting projects of 2008 disadvantaged group program were selected out of the Dae-gu, Gyeong-buk district facilities receiving aid, selected as lifelong education program for the disadvantaged group enforced since 2001 by the ministry of education, science and technology. Learners who are participating in corresponding programs of each institution were surveyed, and the collected survey papers underwent encoding procedure to prepare statistics using SPSS 12.0 for Windows. Analysis methods used in three study models were T-test and ANOVA in the case of 'study model 1' and 'study model 2', and multiple regression in the case of 'study model 3'.
Major results appeared through this study are summarized as follows.
In 'study model 1', analyzing the difference in motivation for participating in lifelong learning according to property variable in personal background of the educationally disadvantaged group, every hypothesis excepting average monthly income were adopted, and goal-oriented motivation show significant difference according to age, education level, marital status, and whether the nationality is Korean or not. Action-oriented motivation show significant difference according to age, education level, profession, and marital status, while learning-oriented motivation show significant difference according to sex, educational level, and marital status. Also, average value is mainly high for action-oriented motivation for each property variable on personal background.
In 'study model 2', analyzing the difference between participation discouraging factors on lifelong learning according to property variable of the educationally disadvantaged group's personal background, every hypothesis excepting average monthly income were adopted, Contextual barrier factors show significant difference according to age, profession, and whether the nationality is Korean or not, and dispositional barrier factors show significant difference according to sex, age, education level, profession, marital status, and whether Korean or foreigner. Also, it is noticeable that average value is mainly high for organizational, institutional determent for each property variable on personal background.
In 'study model 3', examining the influence of participation discouraging factors on lifelong learning participation motivation of educationally disadvantaged groups, it is revealed that out of the participation discouraging factors of lifelong learning, goal-oriented motivation is influenced by contextual barrier, action-oriented motivation is influenced by contextual barrier, and learning-oriented motivation is influenced by dispositional barrier.
As a result of this study, revitalization measures to increase the lifelong learning participation from the educationally disadvantaged group are presented as follows.
First, in the case of educationally disadvantaged groups with goal-oriented motivation for participation, even with the contextual barriers, the positive effect is maintained. Thus, there is a need to develop numerous lifelong education program that intensifies goal-oriented participation motivation that suits the needs of the educationally disadvantaged group.
Second, in the case of educationally disadvantaged groups with action-oriented motivation for participation, if contextual barriers exert its influence, it may have negative effect on the participation for lifelong learning. Thus, efforts must be put in to remove or supplement these factors. In other words, through the continuous governmental financial investment in revitalization of lifelong learning participation from the educationally disadvantaged group, it is essential to prepare for programs in which every people may participate to enjoy, and publicity activities for the aid of family members or neighbors, reduction of educational expense or enlargement of free courses, childcare or nursery center within the education facility.
Finally, in the case of educationally disadvantaged groups with learning-oriented motivation for participation, if dispositional barriers exert its influence, it may have negative effect on the participation for lifelong learning. Thus, an environment must be fostered to bestow self-confidence in one's learning ability, by leading the educationally disadvantaged group to acknowledge the importance of lifelong learning and have increasing interests for it. Also, continuous publicity and efforts are invariably in need, so as to lead people to consider lifelong learning as an education system in which anyone, regardless of sex or age difference may participate to relish the pleasure of learning.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 배경 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 범위 및 구성 = 4
• Ⅱ. 이론적 배경 = 7
• 1. 교육소외계층과 평생학습 = 7
• 2. 선행연구검토 = 18
• 3. 가설의 설정 = 31
• Ⅲ. 연구방법 = 34
• 1. 연구의 모집단 = 36
• 2. 표본의 선정 = 38
• 3. 조사도구 = 38
• 4. 자료수집 = 43
• 5. 자료분석 = 44
• Ⅳ. 연구내용의 분석 및 해석 = 45
• 1. 조사대상자의 개인배경적 특성 = 45
• 2. 연구내용의 분석 = 48
• 3. 분석결과의 해석 = 79
• Ⅴ. 결론 = 87
• 1. 요약 = 87
• 2. 연구결과의 함의 = 89
• 3. 제언 = 90
• 참고문헌 = 92
• (Abstract) = 96
• 부록 설문지 = 100