This study aims to empirically analyze how personal characteristics, education program participation motivations and educational satisfaction of participants in lifelong education programs significantly influence personal social capital formation.
Social capital is closely related to learning. Learning occurs when there is an interaction between individuals and groups and social capital plays a mediating role in creating ultimate performance as a facilitator of learning process. According to the studies on social capital formation factors and effects, provision of learning opportunity has performed an important role in forming social capital.
In order to examine the relationship between learning and social capital, based on this, in this study, participation motivations(activity-oriented, goal-oriented and learning-oriented), educational satisfaction(instructor, educational contents, methods, facilities, employee administrative service) were set as independent variables and social capital(social trust, public trust, norm perception and network perception) was set as an dependent variable.
The research problems are as follows.
First, this study analyzes the effects of lifelong education participation motivations on social capital formation of learners.
Second, this study analyzes the effect of lifelong educational satisfaction on social capital formation of learners.
Third, this study analyzes the effect of participation motivations and education satisfaction with social capital formation.

For achieving the purpose of this study, the following research methods were used.
First, variables of lifelong education participation motivations, educational satisfaction and social capital were explored, based on the preceding studies.
Second, a survey was conducted with adult learners aged 20 or above, who are attending courses at public and private lifelong education facilities including district lifelong learning centers, community centers and department store culture centers in Daejeon Metropolitan City, or have experience in attending. For collecting data, after distributing questionnaires to 400 learners that are participating in programs of these lifelong educational institutes, 332 questionnaires were collected and 312 questionnaires were used for final analysis.
Third, the data collected were analyzed using the SPSS WIN 20.0 program. For analyzing personal and general characteristics of the subjects, frequencies and percentages were computed and for verifying reliability and validity, factor analysis and Cronbach''s - а were conducted. Also, T-test and Oneway ANOVA were carried out to understand the relationship between lifelong education participation motivations and social capital and between educational satisfaction and social capital depending on personal characteristics.
In order to analyze the relationship between lifelong education participation motivations and social capital and between educational satisfaction and social capital, multiple regression analysis was performed. In addition, multiple regression analysis of social capital sub-variables was conducted to analyze the relationship between educational satisfaction and social capital in depth. Lastly, multiple regression analysis was performed to examine the influences of participation motivations and educational satisfaction on social capital formation.
The study findings are as follows.
Activity-orientation was a participation motivation to significantly influence social capital formation of learners and employee administrative service satisfaction was the most significant factor of educational satisfaction.
Activity-oriented lifelong education participants with a motivation for social capital formation aimed to improve personal relationships and social interactions through activities rather than achieving specific goals and this shows that lifelong education participation is effective in forming social capital.
Lifelong educators need to recognize that they are main agents of social interaction at lifelong education institutes, where are their workplaces. Therefore, not only should they develop programs but also should pay attention to activity paths of learners in local communities after learning. Once educators open courses, or organize learning circles, they have to help learners do social practice by themselves.
In conclusion, lifelong educators should know that a social interaction between instructors that manage programs, and learners is very effective in forming social capital, meet citizens in the actual field of lifelong education and have a strong will to promote their lifelong learning with a work ethic.