부산대학교 도서관

With the participants in literacy education as the subjects, this study aims at understanding the differences between motivation and learning satisfaction of those learners taking part in literacy education with the consideration of individual characteristics and it also aims at exploring the relationship between motivation and learning satisfaction of those literacy education participants. In order to understand the differences, factors related with the individual characteristics of literacy education participants were created, and then motivation and learning satisfaction were chosen as factors to measure. Activity- oriented type, learning-oriented type and goal-oriented type were established as the subfactors of motivation, whereas education contents, education methods, education lecturers and the educational environment were chosen as those representing learning satisfaction. Based on related theories and previous studies, this study sampled the learners at literacy education institutes in G city and had them fill out a questionnaire. In total, 382 questionnaires were used for the analysis. In order to address the research questions, an Independence Samples T-test, One-way ANOVA, Simple Correlation Analysis, and Multiple Regression Analysis were conducted on the collected data, using an SPSS 18.0 program. The findings of this study are summarized as follows. First, learning motivation of literacy education participants based on individual characteristics was different depending on the participation period, cohabitation type and learning stage. As to the participation period, those with a short and long participation period showed high motivation, while long-term participants showed high activity-oriented type motivation. As to cohabitation type, those living together with a spouse and children showed higher activity-oriented type motivation than those living with a spouse. As to the learning stage, the third stage, higher grade participants showed higher goal-oriented motivation. Second, on the whole literacy education participants showed a relatively high level of learning satisfaction. As to age group, those learners in their sixties and under showed a higher satisfaction in the educational environment than those in their seventies. As to cohabitation type, learners living with a large family showed a higher satisfaction in the educational environment than those living with a spouse. As to the learning stage, the first stage, lower grade learners showed higher learning satisfaction in education methods than the third stage, higher grade participants. The relationship between learning motivation of literacy education participants and their learning satisfaction reveals that learners with higher satisfaction in education contents and education methods showed higher learning-oriented participation motivation. On the other hand, learners with a higher satisfaction in education lecturers and their educational environment showed higher activity-oriented motivation. Key words: literacy education, learning participation motivation, learning satisfaction