본 연구는 성인문해교육에 참여하는 여성학습자의 참여동기와 자아개념이 일상생활능력에 미치는 영향에 대해 살펴보고자 대전지역 평생교육기관의 문해교육에 참여하고 있는 50세 이상 비문해 여성 200명을 대상으로 연구를 진행하였다.
연구결과, 성인문해교육에 참여하는 비문해 여성의 참여동기와 자아개념이 일상생활능력에 미치는 영향에 차이가 있었으며, 인구사회학적 특성에 다르게 영향을 주는 것으로 나타났다. 그 중에서도 자아개념의 하위변인인 자아존중감에 따른 일상생활능력의 차이가 가장 많은 것으로 나타났다. 본 연구결과 낮은 자아개념의 비문해자를 한 단계 높은 자아개념을 갖도록 유도한다면 일상생활능력에도 더 긍정적인 영향을 미칠 것으로 판단된다.
우리 사회의 급속한 노령화, 다문화가족 확대 등으로 우리 사회에서 비문해자는 현재보다 증가할 것인 바, 이들의 수요에 부합하는 확장된 문해의 개념을 포함하는 새로운 성인문해교육 커리큘럼 개발과 비문해자의 교육에 대한 긍정적인 인식 전환을 위한 다양한 노력이 필요하다. 이를 통한 문해교육 학습자의 기초문해능력 향상은 긍정적인 자아개념 형성 뿐 아니라 일상생활능력에도 긍정적인 영향을 미칠 것이며, 향후 계속적인 문해교육 이수 더 나아가 평생교육에의 지속적인 참여를 촉진할 것으로 기대한다.
This study investigated the effects of two independent variables; participation motivation and self-concept on dependent variables; daily living abilities. Participation motivation consists of detailed variables of goal orientation, activity orientation and learning orientation. Self-concept consists of detailed variables of self-esteem and self-efficacy. For this study, 200 female learners aged over 50 and less than 80 who are receiving adult literacy education in Daejeon area, were chosen as research subjects and 5 literacy education institutions were chosen as research institutions. This study result showed that goal orientation, activity orientation and learning orientation of participation motivation and self-efficacy of self-concept of female leaners in adult literacy education did not any significant effect on daily living abilities, whereas self-esteem of self-concept had a significant effect on them. This finding demonstrates that adult literacy education institution managers and volunteers have to take various actions to enhance self-esteem of female learners. Moreover, non-literacy learners with high self-esteem would be able to communicate with the new world and regain independence through literacy education.
This study investigated the effects of two independent variables; participation motivation and self-concept on dependent variables; daily living abilities. Participation motivation consists of detailed variables of goal orientation, activity orientation and learning orientation. Self-concept consists of detailed variables of self-esteem and self-efficacy. For this study, 200 female learners aged over 50 and less than 80 who are receiving adult literacy education in Daejeon area, were chosen as research subjects and 5 literacy education institutions were chosen as research institutions. This study result showed that goal orientation, activity orientation and learning orientation of participation motivation and self-efficacy of self-concept of female leaners in adult literacy education did not any significant effect on daily living abilities, whereas self-esteem of self-concept had a significant effect on them. This finding demonstrates that adult literacy education institution managers and volunteers have to take various actions to enhance self-esteem of female learners. Moreover, non-literacy learners with high self-esteem would be able to communicate with the new world and regain independence through literacy education.
