A Study On The Factors Affecting Learners’Continuance Learning Intention In Adult Distance Education

Recently,the rapid development of information technology has led to the development of online education.Many universities involved in adult education have also taken advantage of the trend and developed curriculum platforms and resources.However,there has always been a problem of low completion rate.Thus,the thesis taking the learners of adult distance education in universities as the research object,mainly using empirical research methods,explored the factors and relationships between them of adult learners’continuance learning intention.The thesis first sorts out related basic theories such as ECM-ISC,S-O-R theory and adult education theory.It also defines two core concepts,continuance learning intention and adult distance education.Secondly,starting from two perspectives:ECM-ISC and the theory of adult learning,Retaining 3 variables of perceived usefulness,satisfaction and continuance learning intention,replacing variable of confirmation with 4 variables of quality of content,subject norm,cognitive interest and professional advancement,adding variable of self-efficacy,the article assumed the relationships between variables and preliminarily constructed a hypothetical model.Thirdly,referring to the relevant mature scales,basing on the background of the article,taking adult learners of distance education in universities as the research object,using SPSS and AMOS to revise and verify theoretical models assumptions,conclusions were drawn:① Subject norm positively affects continuance learning intention with satisfaction as the mediator;②Self-efficacy directly affects the perceived usefulness and positively and indirectly affects continuance learning intention;③Extrinsic motivation has a greater impact on adult learners’ continuance learning intention than intrinsic motivation.Finally,based on the conclusions,three opinions are put forward:① Pay attention to the motivation,reinforcement and maintenance of learning motivation;②Attach importance to strengthening intrinsic motivation and promoting the transformation of extrinsic motivation to intrinsic motivation;③Guide adult learners to correctly attribute their academic success or failure to improve their sense of self-efficacy.