平生敎育者의 核心力量과 成人學習者의 認知的 學習力量 및 生涯能力의 構造的 分析

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide theoretical and empirical data which is to find a way to live a life with cognitive learning competency and life competencies of adult learners through lifelong learning educators' core competency. To accomplish the study, the structural analysis about lifelong learning educators' core competency and adult learners' cognitive learning competency and life competencies was conducted. The study intends to prove that the quality of lifelong education can enhance adult learners' cognitive learning competency and life competencies. Also, the ways to increase lifelong learning educators' core competency and manage adult learners effectively would be presented through the study.
In order to achieve the purpose, the specific research questions are as follow; First, according to socio-demographic characteristics, is there any difference in lifelong learning educators' core competency, adult learners' cognitive learning competency and life competencies? Second, how does lifelong learning educators' core competency affect adult learners' life competencies? Third, how does lifelong learning educators' core competency affect adult learners' cognitive learning competency? Fourth, how does adult learners' cognitive learning competency affect life competencies? Fifth, how does lifelong learning educators' core competency mediated by adult learners' cognitive learning competency affect life competencies?
The subjects were 1,213 adult learners who were over 20 years old. They had a lifelong learning experience in various lifelong education institutes and lifelong education facilities located in 17 municipal and provincial areas. The statistical methods of this study were as follows: frequency analysis, descriptive statistic analysis, exploratory factor analysis, reliability analysis, correlation analysis, t-test, ANOVA, confirmatory factor analysis, and structure equation model analysis.
The results of the study are as follows. First, the lifelong learning educators' core competency and the adult learners' cognitive learning competency and life competencies have a difference based on socio-demographic characteristics of the adult learners like gender, age, educational level, income level, profession, institution type and duration of the participation, but there is no difference in education programs. Second, the lifelong learning educators' core competency significantly affects on the adult learners' life competencies. Third, the lifelong learning educators' core competency significantly affects on the adult learners' cognitive learning competency. Fourth, the adult learners' cognitive learning competency significantly affects on life competencies. Fifth, the adult learners' cognitive learning competency has a significant mediating effect between the lifelong learning educators' core competency and the adult learners' life competencies. In other words, the lifelong learning educators' core competency, cognitive learning competency and life competencies are differently influenced by socio-demographic characteristics of the adult learners. Also, the lifelong learning educators' core competency based on the adult learners' cognitive learning competency has great effect on life competencies.
Therefore, this study suggests that it is necessary to develop and operate educational and training programs to increase lifelong learning educators' core competency, and the various ways to enhance adult learners' cognitive learning competency and life competencies are required. These various ways develop core competency of lifelong learning educators' who serve as a professor in lifelong education, then lifelong learning educators' would bring out adult learners' core competency. Through this process, adult learners could improve their cognitive learning competency and life competencies, and it stimulates them to participate continuously in lifelong education by raising satisfaction and quality of their life.
Also, the study provides an opportunity, which raises the quality level of lifelong education, to enhance adult learners' cognitive learning competency and life competencies by providing ways to increase lifelong learning educators' core competency and support management plan and activities for adult learners. In the 21st century, it is significant to understand the structural relation among lifelong learning educators' core competency, adult learners' cognitive learning competency and life competencies, so the study provides the theoretical and practical implications for developing lifelong education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 연구의 제한점 7
• 4. 용어의 정의 8
• Ⅱ. 이론적 배경 10
• 1. 평생교육자의 핵심역량 10
• 2. 성인학습자의 인지적 학습역량 25
• 3. 성인학습자의 생애능력 43
• 4. 평생교육자의 핵심역량과 성인학습자의 인지적 학습역량 및 생애능력 간의 관계 50
• Ⅲ. 연구모형 및 가설 55
• 1. 연구모형 55
• 2. 연구가설 58
• Ⅳ. 연구방법 및 절차 59
• 1. 연구대상 59
• 2. 측정도구 62
• 3. 연구절차 70
• 4. 자료분석 71
• Ⅴ. 결과 및 해석 73
• 1. 측정변인 간의 기술통계분석 73
• 2. 측정변인의 신뢰도 및 타당도 분석 74
• 3. 측정변인의 탐색적 요인분석 77
• 4. 측정모형의 확인적 요인분석 83
• 5. 인구사회학적 특성에 따른 차이 85
• 6. 구조방정식 모형의 분석 95
• Ⅵ. 논의 및 결론 108
• 1. 논의 108
• 2. 결론 및 제언 118
• 참고문헌 122
• ABSTRACT 137
• 부록 141