The Effects of Background Variables and Learning Engagement of Adult Learners on Their Capacity for Self-Directed Learning
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The purpose of this study was to investigate the effects of background variables and learning engagement of adult learners on their capacity for self-directed learning. The subjects of this study were 180 adult participants in a training program for the development of core occupational competencies of small and medium enterprises. The subjects’ ages ranged from their 20s to their 50s. Of the surveys administered to the participants, a total of 150 responses were used for the analysis in this study. The key findings of this study may be summarized as follows. First, the background variables and learning engagement of adult learners significantly influenced their capacity for self-directed learning. Adult learners who were passionate about learning and had clearly defined goals exhibited an improved capacity for self-directed learning. Secondly, the age and years of experience of adult learners were found to have a significant effect on the cognitive aspects of the capacity for self-directed learning. Third, among the aspects of learning engagement, cognitive engagement and emotional engagement were found to have a significant influence on the capacity for self-directed learning. When the adult learners realized that what they were learning was meaningful, their immersion in learning increased, resulting in self-directed learning. These results show that learners who have nurtured a self-directed attitude toward learning hold an advantage in the acquisition of new knowledge and technological skills, and that self-directed learning is a crucial ability in the modern era. This implies that systematic efforts should be made at the national level to boost self-directedness by enhancing the capacity for self-directed learning.
Abstract
The purpose of this study was to investigate the effects of background variables and learning engagement of adult learners on their capacity for self-directed learning. The subjects of this study were 180 adult participants in a training program for the development of core occupational competencies of small and medium enterprises. The subjects’ ages ranged from their 20s to their 50s. Of the surveys administered to the participants, a total of 150 responses were used for the analysis in this study. The key findings of this study may be summarized as follows. First, the background variables and learning engagement of adult learners significantly influenced their capacity for self-directed learning. Adult learners who were passionate about learning and had clearly defined goals exhibited an improved capacity for self-directed learning. Secondly, the age and years of experience of adult learners were found to have a significant effect on the cognitive aspects of the capacity for self-directed learning. Third, among the aspects of learning engagement, cognitive engagement and emotional engagement were found to have a significant influence on the capacity for self-directed learning. When the adult learners realized that what they were learning was meaningful, their immersion in learning increased, resulting in self-directed learning. These results show that learners who have nurtured a self-directed attitude toward learning hold an advantage in the acquisition of new knowledge and technological skills, and that self-directed learning is a crucial ability in the modern era. This implies that systematic efforts should be made at the national level to boost self-directedness by enhancing the capacity for self-directed learning.
참고문헌 (25)
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