The Relationship between Adult Learners’ Self-Directed Learning Ability, Social Capital, Learning Participation and Satisfaction

Objectives The purpose of this study is to empirically analyze the effects of self-directed learning ability and social capital on lifelong learning participation and satisfaction of adult learners participating in lifelong learning programs. Methods In this study, the quantitative research method of the questionnaire survey was applied to 223 adult learners who are taking adult learning programs at the Lifelong Education Center in G Metropolitan City. The collected questionnaires were analyzed by frequency analysis, descriptive statistics, correlation analysis, reliability test, multiple regression analysis, and multiple regression analysis using SPSS program. Results There was a significant positive relationship between self-directed learning ability, social capital, learning participation and satisfaction perceived by adult learners, and self-directed learning ability and social capital were found to have a positive effect on lifelong learning participation and satisfaction. In addition, in the relationship between adult learners' self-directed learning ability and learning participation and satisfaction, social capital was found to have a significant effect as a partial and complete parameter. Conclusions Self-directed learning ability of individual characteristics and social capital of environmental characteristics are important variables to predict adult learners' participation in lifelong learning and satisfaction, especially self-directed learning ability and social capital are core competencies that adult learners should cultivate in lifelong learning society. Therefore, it is necessary to play a leading role in planning, implementing, and evaluating learning by learners themselves in order to improve the achievement and satisfaction of learning expected by adult learners participating in various lifelong learning programs. However, it is necessary to find ways to strengthen social capital such as trust and network through mutual communication between lifelong learning institutions, learners and learners.