• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.14-22
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• 2005

The objectives of this study were: a) to determine the motive type of adults' participation in environmental education program, and b) to identify factors related to their motive from the activities, and c) to provide strategies implications to satisfy their motive. For the purpose, literatures related to adults' participation motive type are reviewed. Based on the theoretical finding, the following suggestions could be offered for the environmental education program. 1) Environmental NGOs should offer motive-friendly programs which may help the adults participate in the NGO environmental education and activities. 2) Environmental NGOs should provide diverse education programs to facilitate participation and to formulate eligible management system for the activities. 3) To satisfy the motive of participation, environmental education programs should be organized and conducted through a careful consideration of the motive type of the participation, the characteristics of adults, and so on.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.5
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• pp.235-246
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• 2014

This study was aimed to find out the relationships among the types of participation motive to life-long education, the degree of education satisfaction and perception degree to the successful aging of the elderly. 414 questionnaires were collected from the elderly who are 65years plus and attend the life-long education program provided by well-fare center in Chunan-city, Chungchongnam-do. The t-test, ANOVA, and regression analysis, etc were carried out using SPSS 11.0 ver. to analyze the data. The results are as follows. First, the types of participation motive to life-long education were sorted out as the action-oriented motive, goal-oriented motive and learning-oriented motive. Second, The education satisfaction was affected positively by the learning-oriented motive. Third, the action-oriented and learning-oriented motive affect the perception degree to the successful aging positively. Forth, The education satisfaction degree affect the perception degree to the successful aging positively.

• Journal of Digital Convergence
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• v.12 no.11
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• pp.515-530
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• 2014

The purpose of this research is to examine the empirical effect of participating motives for lifelong education on the releasing of controlled inferiority, the gratification of retained desire, and voluntary resocialization. The motives for lifelong education were divided into an external viewpoint focusing on consumers' behaviors and an internal viewpoint based on activity of the ego. External motives were divided into pragmatic, entertaining, and relational motives, while internal motives were divided into self-realization, self-existence, and self-participation motives. The results show that the pragmatic motive and the self-realization motive, the entertaining motive and the self-existence motive, and the relational motive and the self-participation motive are highly related to each other. It was found that the pragmatic motive and the self-realization motive affected the lifelong education participants' release of controlled inferiority relatively stronger, the entertaining motive and the self-existence motive affected participants' gratification of retained desire relatively stronger, the relational motive and the self-participation motive affected participants' voluntary resocialization relatively stronger.

• Journal of Agricultural Extension & Community Development
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• v.18 no.2
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• pp.215-237
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• 2011

The purpose of this study is to identify the characteristics and the impact of it on the education satisfaction a positive change in life after the education according to education participation motive types in married immigrant women. By the regression, education participation motive types(${\beta}$=.16) affected on the women's the education satisfaction significantly but it's effect(${\beta}$=.16) on the a positive change in life through the education affected insignificantly. By the ANOVA analysis, the activity-oriented among the education participation motive types were highest in the level of education satisfaction, self-esteem, marital satisfaction, the length of residence in Korea, and age. By the logistic regression, only the length of residence in Korea affected on the activity-oriented significantly.

• Journal of Technologic Dentistry
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• v.41 no.2
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• pp.113-122
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• 2019

Purpose: This study analyzed the difference in participation motive, expectation for educational institution and educational satisfaction depending on participation level of students of advanced course for bachelor of dental technology. Methods: 81 students of advanced course for bachelor of dental technology from four university were selected by convenience sampling method. To analyzed influence of participation level depending on participation motive, expectation for educational institution and educational satisfaction, regression analysis was carried out. Results: The participation level of the students was found to be influenced by the educational satisfaction, participation motive and expectation for educational institution. Conclusion: Based on the results, it is important to understand the participation motive of the students and to offer satisfaction environment and administrative support for enhancing the expectation for education for educational institution.

• 한국체육학회지인문사회과학편
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• v.54 no.3
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• pp.439-452
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• 2015

The purpose of this study is to encourage continuous participation in sports and to provide basic data for the promotion of participation in leisure sports. To achieve the purpose, this study conducted factor scaling analysis on participation motives for leisure sports and subdivided them to analyze psychological reactions of participants. As for study methods, this study collected master and doctor's degree theses and academic journals on motives for sports participation that were conducted from 1997 to 2012 from Korean major search engines. On the search engines, a keyword 'motive' was searched first and then studies on participation motive for leisure sports were collected. Key words that appeared when searching 'motive' were combined with other key words and word spacing between them were checked before conducting a literature analysis. The study results showed that participation motives for leisure sports were divided into a participation motive, an internal motive, an external motive, a leisure motive and other motives. It was identified that there were 23 factors for the participation motive, 17 factors each for the internal motive and the external motive, 8 factors for the leisure motive and 57 factors for other motives. It was found out that 76 factors were used to study a participation motive for leisure sports, excluding the factors that have similar or overlapping meaning based on each factor.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.389-403
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• 2019

This study has a purpose, that investigating influence of learning characteristic, lifelong learning participation motive, and wisdom that adult has at learning outcome and whether it has mediating effect of wisdom at influence that learning characteristic and lifelong learning participation motive have. For this, the subjects of the study was 425 adult learners from 20 to 69 years old who participated or are participating at Seoul, Incheon, and Gyeonggi-do. The results of this study are as in the following. At first, as a result of investigating relationship between learning characteristic, lifelong learning participation motive, wisdom, and learning outcome, the correlation coefficient of all variables appeared meaningfully. Second, as a result of investigating influence that learning characteristic, lifelong learning participation motive, and wisdom have in learning outcome, the most influential variable was learning value, the rest were cognitive capability, activity direction motive, learning direction motive and positive life attitude in this order. The third, as a result of investigating mediation effect of wisdom at influence that learning characteristic and lifelong learning participation motive have in learning outcome, Wisdom at the influence that learning characteristic have on learning outcome had completely mediated effect, and the wisdom at the influence that lifelong participation motive have on learning outcome had partially mediated effect. Thus, it was shown up that adult's learning characteristic and lifelong learning participation motive are able to increase effectively learning outcome by mediating wisdom. Therefore it is implying that it is essential to consider learning characteristic and lifelong learning participation motive in lifelong education field, and learning circumstance related with wisdom is important, as wisdom is important variable for increasing learning outcome.

• Journal of Families and Better Life
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• v.20 no.6
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• pp.129-140
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• 2002

The purpose of this study was to collect baseline data for women＇s needs for social education, in order to eventually contribute to improving the quality of women's social education. In the needs survey, information on the motive to participate in social education programs, obstacles to participation, and program preferences was collected. The data were then analyzed by women＇s socio-demographic characteristics. Survey participants were married women between the ages of twenty to fifty, who were sampled from Seoul, six metropolitan areas, and nine provinces. For the final analysis, 1,026 survey forms were used. The motive for participating in women＇s social education programs was examined by each category. Overall, the participants showed the highest level in educational achievement motif. The motivations for lifestyle change, self-realization, and social accomplishment were also high and at a similar level. As for obstacles to participation, social obstacle received the highest rate, followed by family obstacle and personal reasons. As for the type of social education programs, home management programs were the most preferred, followed by psychological education, family education, leisure activity programs, physical education, and social education programs.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.525-538
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• 2016

This study is to investigate the effect of the amusement factor and the motive of participation in skin-scuba class on the satisfaction with university life with the university students participating in the skin-scuba class and to provide the practical research data for the development of the marine sports, for the proper operation of skin-scuba class, and for the leisure life which the university students may lack. For these purposes, technical statistics between questions were disposed in order to grasp the average and standard deviation on each variables, exploratory factor analysis and reliability analysis were conducted for the reliability and validity of the scale, and correlation analysis and multiple regression analysis were conducted to test the casuality of amusement factor, the motive of participation in skin-scuba class and the satisfaction with university life as the research methods. Research results showed that it was confirmed that the amusement factor and the motive of participation in skin-scuba class act as the important variables in the satisfaction with university life and it was predicted that the motive of participation in skin-scuba class and the amusement factor had interrelation with parameter. Therefore, a variety of programs reflecting the amusement factors should motivate the university students to particiapte in the skin-scuba class to increase the satisfaction with university life and to encourage the re-participation of students.

• Journal of Christian Education in Korea
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• v.64
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• pp.173-202
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• 2020

This study was conducted in order to investigate the structural relationship bewteen the learning participation motive effect on servant leadership in the church family ministry program and the sense of community. First, analyizing previous studies, a structural model was developed. Then, in the effort of verifying the structural model, 607 responses out of 700 questionnaires distributed into nationwide churches and institutes participating in church family ministry program were collected as target data. Informations on learning participation motive, servant leadership, and sense of community were collected through the questionnaires after the church family ministry program. In order to study the structural relationship between the servant leadership effect on learning participation motive and the sense of community, the collected data were analyzed according to structure equation model analylsis. As a result, the structural model this study suggested was found proper. Accordingly, it was verified that the sense of community carrying the effect of intrinsic and extrinsic motives, two of learning participation motives, affected servant leadership. Also, it was verified that the subfactors of the sense of community played important role in enhancing servant leadership in cause and effect relationship between learning participating motive and servant leadership. Therefore, in church family ministry program, it can be suggested that moderating sense of community under the consideration of participants' intrinsic and extrinsic motives makes moderating the level of learning participation motive possible.