The purpose of this research is to clarify the structural relationship among the positive psychological capital, self-directed learning, learning flow and learning outcomes of Chinese adult learners. Exploring the impact of variables to improve adult's lifelong learning participation and learning gains, and improve the quality of life.
In this study, Chinese adult learners were taken as subjects. A questionnaire method was used to randomly survey 816 people. There were 99 invalid questionnaires and 717 questionnaires were tested using SPSS25.0 software.
Independent sample T test and one-way ANOVA analysis were performed to analyze differences in adult demographic characteristics. Use Amos25.0 software to build and analyze the structural model to verify the path and media effects of the model.
The main research results are summarized as follows:
First, we analyzed differences by population characteristics. The positive psychological capital, self-directed learning, and learning flow variables related to the learning outcomes of Chinese adult learners show varying degrees of differences in age, educational level, place of residence, and length of time involved in learning.
Second, the relationship between variables was analyzed. Positive psychological capital has a positive impact on self-directed learning, learning flow and learning outcomes. Self-directed learning has a positive impact on learning flow and learning outcomes, and learning flow has a positive impact on learning outcomes.
Third, the mediating effect between variables was analyzed. There are three mediating effects between the positive psychological capital and learning outcomes of Chinese adult learners. They are the single mediating effect of self-directed learning, the single mediating effect of learning flow, and the chain mediating effect of social self-directed learning and llearning flow.