Relationship between Elderly Learner’s Social Support and Quality of Life: Mediating Effects of Learning Motivation, Learning Participation and Learning Outcomes
AUTHOR : 이승영, 최지영
INFORMATION : page. 245~271 / 2021 Vol.28 No.3
ABSTRACT
The purpose of this study is to empirically reveal the structural relationships among social support, learning motivation, learning participation, learning outcomes, and quality of life for elderly learners. For this purpose, social support (instructor-peer support and family support), learning motivation, learning participation, learning outcomes, and quality of life were measured for 354 learners aged 60 or older while enrolled in programs of public lifelong education institutions. Data were analyzed by SPSS 21 and AMOS 26. The main findings of this study are as follows: First, instructor-peer support had a positive direct impact on learning motivation and learning participation. Family support had a positive direct impact on learning outcomes and quality of life. Second, the learning motivation had a positive direct impact on learning participation and learning outcomes. Learning participation also had a positive direct impact on learning outcomes. Learning outcomes had a positive direct effect on the quality of life. Third, learning motivation, learning participation, and learning outcomes had multiple mediating effects on the relationship between social support and quality of life. Family support influenced quality of life through learning outcomes. Instructor-peer support influenced quality of life through learning motivation, learning participation, and learning outcomes as well as learning participation and learning outcomes. These findings suggest that eldery learners can improve their quality of life not only through family support as basic support, but also through instructor-peer support in the learning field. The study also provides the basis for seeking more specific strategies to provide social support to promote learning for the elderly.