The Mediating Effect of Persistence Intention on the Relationship Between Adult Learners’ Participation Motivation and Educational Satisfaction

The purpose of this study is to examine the effects of adult learners’ motivation to participate in university degree programs on their educational satisfaction, and to analyze the mediating effect of learning persistence intention in this relationship. A total of 180 adult learners residing in the Seoul and Gyeonggi regions were surveyed between November 2024 and February 2025. The collected data were analyzed using SPSS 25.0 and Hayes’ PROCESS macro (Model 4). The results are as follows: First, the sub-factors of participation motivation-goal-oriented (β=.215, p<.001), learning-oriented (β=.161, p=.021), and activity-oriented motivation (β=.182, p=.005)-all had statistically significant positive effects on persistence intention. Second, participation motivation significantly affected educational satisfaction (β=.284, p<.001). Third, persistence intention was a strong predictor of educational satisfaction (β=.512, p<.001). Fourth, persistence intention partially mediated the relationship between participation motivation and educational satisfaction, and the mediating effect was statistically significant (Sobel Z=3.79, p<.001; Bootstrapping 95% CI [0.111, 0.276]). These findings suggest the importance of designing customized educational programs and institutional support systems that reflect different types of adult learners’ motivations and promote continued participation.