The purpose of this study is to explore the influence of variables and improve the lifelong learning competence of Chinese adult lifelong learners by studying the structural relationships among learning characteristics, participation motivation, learning flow, psychological empowerment and lifelong learning competence.
In this study, Chinese adult lifelong learners were selected as the research object, and 1000 people were randomly surveyed by questionnaire method. 197 invalid questionnaires were removed, and 803 questionnaires were used for data analysis. SPSS26.0 software was used to analyze differences in background characteristics through independent sample t-test, one-Way ANOVA analysis and Post Hoc Test. The structural model was built on the theoretical basis of prior research, and Amos26.0 software was used to verify the fitting degree, discrimination degree, path analysis and media effect of the structural model.
The main results can be summarized as follows:
First of all, variable differences in population background characteristics. Chinese adult lifelong learners have significant differences in learning characteristics, participation motivation, learning flow, psychological empowerment and lifelong learning competence, as well as in age, educational background and lifelong learning participation experience.
Secondly, structural relations between variables. Learning characteristics have positive influence on learning flow and lifelong learning competence. Learning characteristics have positive influence on psychological empowerment and lifelong learning competence. Lifelong learning participation motivation has positive influence on learning flow and lifelong learning competence. Lifelong learning participation motivation has positive influence on psychological empowerment and lifelong learning competence. Learning flow has positive influence on psychological empowerment and lifelong learning competence. Psychological empowerment has a positive impact on lifelong learning competence.
Finally, media effects. There are three mediating effects between the learning characteristics of Chinese adult lifelong learners and their lifelong learning competence, namely, the single mediating effect of learning characteristics, the single mediating effect of Learning flow, and the double mediating effect of learning flow and psychological empowerment. There are three mediating effects between lifelong learning participation motivation and lifelong learning competence of Chinese adult lifelong learners, which are the single mediating effect of lifelong learning participation motivation, the single mediating effect of learning flow, and the double mediating effect of learning flow and psychological empowerment.