The purpose of this study was to explore the structural relationship of adult learners' academic efficiency, self-directed learning and learning flow on the psychological well-being in achievement accredi -tation courses of university continuing education center in China. With the object of adult le...
The purpose of this study was to explore the structural relationship of adult learners' academic efficiency, self-directed learning and learning flow on the psychological well-being in achievement accredi -tation courses of university continuing education center in China. With the object of adult learners in achievement accreditation courses of university continuing education center in China, the structural relationship and intermediary effect of academic efficiency, self-directed learning, learning flow and psychological well-being was explored.
In order to achieve this aim, the following problems were addressed: First, what is the difference in perception of academic efficiency, self-directed learning, learning flow and psychological well-being according to the background characteristics of adult learners in achievement accreditation courses of university continuing education center.
Second, what is the structural relationship between the academic efficiency, self-directed learning, learning flow and psychological well-being of the adult learners in achievement accreditation courses of university continuing education center.
Third, how do self-directed learning and learning flow mediated in the relationship between academic efficiency and psychological well- being of adult learners? What are the differences in background characteristics (gender, academic background, living standards and grade) of adult learners in achievement accreditation courses of univer -sity continuing education center in China regarding these mediating effects?
The data from 691 adult learners were tested using the SPSS 25.0 and AMOS 24.0 statistical packages to analyze differences in individual background characteristics and structural relationships among variables.
The specific results are as follows: First, basic on the individual characteristics of adult learners, there were significant differences in academic efficiency, self-directed learning, learning flow and psycholo -gical well-being in gender, academic background, major, academic background, grade, and income level.
Second, among the structural relationship between academic efficien -cy, self-directed learning, learning flow and psychological well-being, academic efficiency had significant effects on self-directed learning, learning flow and psychological well-being. In addition, the self-direct -ed learning and learning flow had significant effects on psychological well-being.
Third, in addition to the results that significant mediating effects of self-directed learning and learning flow on the relationship between academic efficiency and psychological well-being, the mediating effects of learning flow is greater than self-directed learning on relationship between academic efficiency and psychological well-being.
And in the relationship of adult learners' academic efficiency, self- directed learning and learning flow on the psychological well- being, the mediating effects of self-directed learning and learning flow had significant mediating effects on male and female groups of gender, high middle school and professional college graduates of academic background, middle and lower groups of income level, second and third grade groups of grade.
The purpose of this study was to explore the structural relationship of adult learners' academic efficiency, self-directed learning and learning flow on the psychological well-being in achievement accredi -tation courses of university continuing education center in China. With the object of adult learners in achievement accreditation courses of university continuing education center in China, the structural relationship and intermediary effect of academic efficiency, self-directed learning, learning flow and psychological well-being was explored.
In order to achieve this aim, the following problems were addressed: First, what is the difference in perception of academic efficiency, self-directed learning, learning flow and psychological well-being according to the background characteristics of adult learners in achievement accreditation courses of university continuing education center.
Second, what is the structural relationship between the academic efficiency, self-directed learning, learning flow and psychological well-being of the adult learners in achievement accreditation courses of university continuing education center.
Third, how do self-directed learning and learning flow mediated in the relationship between academic efficiency and psychological well- being of adult learners? What are the differences in background characteristics (gender, academic background, living standards and grade) of adult learners in achievement accreditation courses of univer -sity continuing education center in China regarding these mediating effects?
The data from 691 adult learners were tested using the SPSS 25.0 and AMOS 24.0 statistical packages to analyze differences in individual background characteristics and structural relationships among variables.
The specific results are as follows: First, basic on the individual characteristics of adult learners, there were significant differences in academic efficiency, self-directed learning, learning flow and psycholo -gical well-being in gender, academic background, major, academic background, grade, and income level.
Second, among the structural relationship between academic efficien -cy, self-directed learning, learning flow and psychological well-being, academic efficiency had significant effects on self-directed learning, learning flow and psychological well-being. In addition, the self-direct -ed learning and learning flow had significant effects on psychological well-being.
Third, in addition to the results that significant mediating effects of self-directed learning and learning flow on the relationship between academic efficiency and psychological well-being, the mediating effects of learning flow is greater than self-directed learning on relationship between academic efficiency and psychological well-being.
And in the relationship of adult learners' academic efficiency, self- directed learning and learning flow on the psychological well- being, the mediating effects of self-directed learning and learning flow had significant mediating effects on male and female groups of gender, high middle school and professional college graduates of academic background, middle and lower groups of income level, second and third grade groups of grade.
주제어
#Academic Efficiency Self-directed Learning Learning Flow Psychological Well-being Continuing Education Center
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