ABSTRACT

The Structural Relationship among Middle-aged Women''s Lifelong Education Participative Motivation, their Self-Directed Learning, Educational Service Quality and their Program Satisfaction


Dae Myung, Kim
Department of Education
The graduate School
Chonbuk Natioal University
Supervised by In Tak, Kwon, Ph. D.


The objective of this study is to analyze the structural relationship of middle-aged women participating in lifelong education participative motivation, self-directed learning, educational service quality and their satisfaction of the program. Specific research questions were summarized as follows;
First, How does the difference in personal background of middle-aged women affect their Lifelong Education Participative Motivation, their Self-Directed Learning, Educational Service Quality and their Program Satisfaction?
Second, How are Lifelong Education Participative Motivation, their Self-Directed Learning, Educational Service Quality and their Program Satisfaction related?
Third, How is Educational Service Quality related to Participative Motivation, their Self-Directed Learning, and their Program Satisfaction ?
The data in this study was collected from the response of the midle aged women that belongs to the 17 centers in the capital area and 10 from the non capital area of the 52 YWCA centers in the country . Among the 550 questionnaires that was distributed to the participants. The 524 questionaries that returned valid are used to analyze this study.
To statistically process the collected data, SPSS 18.0 and AMOS 16.0 were used, and the analysis of the structural equation modeling(SEM) and multiple group analysis were done to verify the model.
The results were as follows;
First, It was proven in this study that the middle-aged women''s human individual differences in background characteristics through residence verification , monthly income, education attainment , programs joined, age, employment, marital status, social activities, has a significant effect in the degree of participation respectively. It is of utmost important that the Program makers in the education institutions when planning a life long program should consider location of the center, the middle-aged women''s economic level, education level, age, occupation, marital status, social activities, and life long education participation in that area, This allows the learner-centered continuing education institutions to plan and operate a customized training program.
Second, middle-aged women''s lifelong education participative motivation, self-directed learning, educational service quality and their satisfaction of the program are closely interrelated. It is recognized that the learner who has high motivation acknowledges the quality of education service and satisfaction on the program are also high thus, finding a way to encourage and present is much needed. The degree for self-directed learning can enhance the acknowledgement of the quality of education service and satisfaction on the program thus, strengthening self direction should be highly focused on. To improve the quality of the education service provided by the education institution thru the use of strategies such as having brand image results to high satisfaction for individual programs.
Third, it was proven that the Educational Service Quality has an influence on the relationship among all the variables. The level of general Educational Service Quality provided by the institution decides the rate of satisfaction. Therefore the center owners should focus on building the learning ambiance for middle-aged women to be able to get high educational service quality in the institution.
This study means educational effort is much needed considering the general side related to the variables to develop the discussion on the satisfaction on the program through proving the structural relationship among the variables .and building the comprehensive theoretical model that can explain the level of satisfaction on the program for middle-aged women.

Keywords : Middle-aged Women, Lifelong Education Participative Motivation,
Self-Directed Learning, Educational Service Quality, Program Satisfaction

Student ID Number : 200955295