The Structural Relationship between Adult Learners' Motivation to Participate in Lifelong Learning and Lifelong Learning Competency: The Double Mediation of Self-directed Learning and Learning flow Effect

The purpose of this study is to analyze the indirect effects of interpersonal skills and critical thinking based on the structural relationship between self-reflection and civic competency of adult lifelong learners. To this end, data were processed using SPSS 27.0 and Amos 27.0 programs based on the data surveyed on 799 adult lifelong learners living across the country. Frequency analysis was performed to examine demographic characteristics, descriptive statistics to find out the normality distribution of each variable, Cronbach's α to verify the reliability of the measurement tool, and confirmatory factor analysis was performed to verify the validity. In addition, correlation analysis was performed to examine the correlation between research variables and structural equation model analysis to verify the hypothesis. As a result of the study, it was found that self-reflection had a significant positive (+) effect on civic competency, interpersonal ability, and critical thinking. Second, it was found that interpersonal skills had a significant effect on critical thinking and civic competency, and critical thinking had a significant effect on civic competency. Third, it was tested that interpersonal skills and critical thinking had a significant indirect effect between self-reflection and civic competency. Therefore, in this study, interpersonal skills and critical thinking are important to improve the self-reflection and civic competence of adult lifelong learning, and educational support is needed to improve lifelong education policy directions and programs.