ScholarWorks@숙명여자대학교

초록

The purpose of this study is to investigate the structural relationships among self-directed learning, appraisal self-respect, critical thinking, and creativity in adult learners. The subjects for the study were 276 adult learners enrolled at University A in the Chungcheong area where the LiFE project is running, and from University B that has a similar department in a metropolitan area. To this end, analysis was done with structural equation modeling using SPSS 18.0 and AMOS 22.0. The results are as follows. First, by analyzing the correlation between variables focusing on creativity, there was a positive correlation with self-management, with the desire for learning, and with self-control, which are sub-variables of self-directed learning readiness, appraisal self-respect, and critical thinking. Second, we found that self-directed learning readiness had an effect on the following paths: ‘critical thinking → creativity’ and ‘appraisal self-respect → critical thinking → creativity’. This can be interpreted as partial mediation of critical thinking, because self-directed learning readiness directly affects creativity, and appraisal self-respect does not mediate this process but affects critical thinking and creativity. The results of this study are meaningful in that they present basic data for educational policies that can improve creativity in adult learners, and they suggest ways to improve their critical thinking.

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