中國成人終身學習者參與動機及自我主導學習對主觀幸福感的影響：參與時間的調節中介效應
The Influence of Engagement Motivation and Self-directed Learning on Subjective Well-Being in Adult Lifelong Learners in China: A Controlled Mediating Effect of Participation Time
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초록
本研究的目的在于了解中国山西省成人中期终身学习者终身学习参与动机对主观幸福感的影响，揭示终身学习参与动机与主观幸福感之间关系中自我主导学习的中介效应。此外，还研究了在终身学习参与动机和主观幸福感之间，通过参与时间的调节来了解自我主导学习的中介效应。为此，对中国山西省地区的成人中期终身学习者进行了网络调查，收集到798份有效问卷，运用SPSS PROCESS macro进行统计处理，研究结果表明：第一，终身学习参与动机对自我主导学习和主观幸福感有正向影响，自我主导学习对主观幸福感有正向影响。其次，通过对互动之间的间接效应分析，证实了自我主导学习在中国山西省成人中期终身学习者的终身学习参与动机与主观幸福感之间起到了中介效应。第三，以终身学习参与时间为调节变量，分析了自变量通过参数对因变量的条件间接效应，结果表明，在终身学习参与动机与主观幸福感之间的关系中，参与时间的值在M-1SD（1.377）至M（2.495）、M+1SD（13.613）范围内均表现显著。这是随着终身学习参与动机的变化，中国成人终身学习者主观幸福感发生变化，参与时间越高，终身学习参与动机的增长率和自我主导学习的增长率在所有领域都降低。通过本研究，确认了各因素对提高中国成人学习者主观幸福感的重要性和必要的政策支持。
Abstract
The purpose of this study is to understand the influence of lifelong learning participation motivation on subjective well-being in middle-aged adult learners in Shanxi Province. In addition, we investigated the mediating effect of self-directed learning through the regulation of participation time between lifelong learning participation motivation and subjective well-being. The results of the study are as follows. First, the motivation of lifelong learning has a positive effect on self-directed learning and subjective well-being and self-directed learning has a positive effect on subjective well-being. Second, by analyzing the indirect effects of interaction, it is proved that self-directed learning plays a mediating role between life-long learning motivation and subjective well-being of adult learners in Shanxi Province. Third, the indirect effects of independent variables on dependent variables were analyzed. The results showed that M-1SD (1.377) to M(2.495), M+1SD (13.613) were significant in the relationship between lifelong learning motivation and subjective well-being. This is because with the change of lifelong learning participation motivation, the subjective well-being of Chinese adult lifelong learners changes and the higher the participation time, the lower the growth rate of lifelong learning participation motivation and self-directed learning. Through this study, we confirm the importance of factors and the necessary policy support for improving the subjective well-being of Chinese adult learners.
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