중년여성의 평생학습 참여가 주관적인 삶의 질 인식에 미치는 영향

다국어 초록 (Multilingual Abstract)

In this study, by searching for them on the subjective quality of life impact of participation in lifelong learning middle-aged woman, was presented the development direction of women's lifelong learning to enhance the quality of life of middle-aged women on the basis of subjective results. This study will vary by lifelong learning participation motivation, lifelong learning satisfaction, and subjective quality of life, lifelong learning in a middle-aged woman, was determined by a process comprising causing the overload of interaction are influenced by these three factors. Extract affects the quality of life of middle-aged women's subjective factors on the basis of hypothetical causal relationship between the model and the influence relationship was verified. The findings from the age of 40 participating in lifelong learning survey questionnaire appeared to target the middle-aged woman of 59 years results. First, most important the quality of life of middle-aged women subjective determinants of participation in lifelong learning and lifelong learning satisfaction motivation, personal background characteristics of lifelong learning through participation in lifelong learning motivation and lifelong learning satisfaction indirectly affect the subjective quality of life of middle-aged women found that to give. This was the biggest impact on the lives of middle-aged women subjective factors directly affect lifelong participation motivation was followed by life-long learning experience. Showed that a larger influence of indirect rather than direct effects personal background characteristic factor. Second, to describe the subjective quality of life of the indirect effects of relevant factors on subjective quality of life of middle-aged women the proportion of large path 'lifelong learning participation motivation → lifelong learning satisfaction → subjective quality of life’of middle-aged women' path. Because it was, it was found that the effect is important in determining the quality of life of middle-aged women, lifelong learning participation motivation and lifelong learning satisfaction than personal background characteristics. The following results were obtained based on the findings. First, need to run a program to develop a customized strategy and may consider lifelong learning participation motivation and lifelong learning satisfaction differently motivated individual background characteristics of middle-aged women, women targets in lifelong education institutions. This effort is being supported when such involvement leading to lifelong learning participation motive and enhance the lifelong learning satisfaction level of middle-aged female students as subjective quality of life and improve the effectiveness of lifelong learning may increase. Second, it should be established and operated by the practice education program targeting middle-aged women in lifelong education institutions support the positive strategies that can enhance the satisfaction oriented and activity-oriented learning grant lifelong learning participation motivation for middle-aged women.