The purpose of this study is to analyze differences by individual characteristics on lifelong learning participation motivation, social support, self-efficacy, and quality of life for Chinese adults and to reveal the structural relationship between variables. Based on the results of this study, the purpose of this study is to promote social participation of lifelong education learners and to clarify the meaning of social support according to social participation. Therefore, in this study, the following research questions were set in order to analyze the differences by background of the factors related to the quality of life of Chinese adults and to understand the structural relationship between the factors.
First, what differences do Chinese adults have in lifelong learning participation motives, social support, self-efficacy, and quality of life factors according to background factors (gender, age, education level, residential area, occupation or not)?
Second, what are the structural relationships among Chinese adults' lifelong learning participation motivation, social support, self-efficacy, and quality of life?
Third, how do social support mediate in the relationship between lifelong learning participation motivation and quality of life among Chinese adults?
Fourth, how do the self-efficacy factors have a double mediating effect on the quality of life for Chinese adults to participate in lifelong learning?
The subject of this study was a survey of Chinese adult learners from July 15 to August 11, 2021, and a total of 634 questionnaires were used for the final analysis. In this study, reliability (Cronbach's α value) and confirmatory factor analysis were performed using SPSS 25.0 and AMOS 25.0 programs for statistical analysis. Independent sample t-test and one-way ANOVA were performed.) was followed by a post hoc test (Scheffé).
The results of this study are summarized as follows.
First, as a result of analyzing the differences by background variables according to sub-factors, the average motive for lifelong learning participation of Chinese adults was 3.82 points, and in terms of gender, females were higher than males.
Second, as a result of analyzing the relationship between lifelong learning participation motivation and social support of Chinese adult learners, lifelong learning participation motivation and social support (p〈.001). Lifelong learning participation motivation and self-efficacy (p〈.001), lifelong learning participation motivation and quality of life (p〈.001), social support and self-efficacy (p〈.001), social support and quality of life (p〈.001), there was a significant difference in self-efficacy and quality of life (p〈.001).
Third, as a result of analyzing the path of the mediating effect of lifelong learning participation motivation on the quality of life through social support, the direct effect on the quality of life was .492 and the indirect effect was .279, and the total effect was. It turned out to be .771.
Fourth, as the mediating effect of lifelong learning participation motivation on the quality of life through self-efficacy, the direct effect on the quality of life was .391 and the indirect effect was .378, and the total effect was .769.
Fifth, as for the mediating effect of lifelong learning participation motive on quality of life through social support and self-efficacy, the direct effect on the quality of life was .453 and the indirect effect was .289, and the total effect was .742.
The conclusion of the study is as follows.
First, as a result of this study, the educational background, residential area, and occupational status of Chinese adults had an effect on lifelong learning factors. The motivation for lifelong learning participation, social support, self-efficacy, and quality of life of Chinese adults showed differences among groups in terms of educational background and occupational status. In particular, in the case of having a job, high satisfaction was shown in all factors.
Second, in the structural relationship of research variables, as for the motivation for lifelong learning participation, social support had a positive effect on self-efficacy and quality of life, and social support had a positive effect on self-efficacy and quality of life.
Third, in the teaching process of lifelong education targeting Chinese adults, related departments should recognize the importance of social support and self-efficacy of adult learners, and should focus on cultivating hobbies, enhancing social support and enhancing self-efficacy beyond simple knowledge transfer.
The suggestions of this study are as follows.
First, social support and self-efficacy played a mediating role in adult lifelong learning participation motivation and quality of life. Therefore, there is a need for a method to improve the social support and self-efficacy of adults.
Second, based on the results of this study, it is necessary to conduct follow-up studies that diversify the variables that can affect the quality of life.
Third, if follow-up studies are conducted through qualitative research methods such as participatory observation or in-depth interview, more diverse psychological variables can be identified and useful basic data for lifelong learning program development can be provided.