| Title: | Developing a Model of Adult Learners’s Continuous Learning Intention at Public Vocational Collegs in Nanning City, Guangxi, China |
| Author: | Xu Xiongbo |
| Advisor: | รศ. ดร.จอมพงศ์ มงคลวนิช – Assoc. Prof. Dr. Jomphong Mongkhonvanit |
| Degree: | ปรัชญาดุษฎีบัณฑิต สาขาวิชานวัตกรรมการบริหารการศึกษา – Doctor of Philosophy Program in Educational Administration Innovation |
| Major: | ปร.ด. นวัตกรรมการบริหารการศึกษา – Ph.D. in Educational Administration Innovation |
| Faculty: | บัณฑิตวิทยาลัย (Graduate School) |
| Academic year: | 2569 (2026) |
| Published: | ตีพิมพ์ในวารสาร (Journal Name) Humanities and Social Science Research Promotion Network Journal: HSRNJ Vol. 9 No.3 pp.60-73 TCI Tier 1 Publication Year: 2569 (2026) View นำเสนอในที่ประชุมวิชาการ (Conference) The 1st Thailand-Sino International Conference and the 17th National and International Academic Conference; New Quality Productive Force and Sustainable Innovation on 14-16 November 2024, Bangkok Thailand Vol. No. pp.117-129 Conference Publication Year: 2567 (2024) View |
Abstract
This study investigated the continuous learning intention of adult students in vocational colleges in Nanning, adopting a mixed-methods approach to identify key influencing factors and propose improvement strategies. Five core factors were identified: learning motivation (LM), self-efficacy (SE), social support (SS), subjective norms (SN), and learning costs (LC). Based on these factors, an integrated and empirically validated continuous learning intention model was developed, characterized by a multi-path influence mechanism, clear hierarchical structure, and strong practical adaptability. The model consists of three core components: 1) Driving factors (LM, SS, SN) that positively promote continuous learning intention (CLI); 2) A mediating factor (SE) that links LM to CLI and amplifies the driving effect; 3) A hindering factors (LC) that negatively impacts CLI.
The research methodology involved distributing 413 questionnaires to adult learners, achieving a 100% response rate, and analyzing the data with Structural Equation Modeling (SEM) using SPSS 27 and AMOS 27. The sample was 54% female, mostly aged 26-35 (35.35%), with 56.42% married. Reliability and validity tests confirmed good scale quality (Cronbach’s α > 0.8; KMO=0.936, Bartlett’s p<0.001). The structural model results showed that learning motivation significantly positively influenced self-efficacy (β=0.392, p<0.05); self-efficacy, social support, and subjective norms all exerted significant positive effects on continuous learning intention (β=0.175, 0.228, 0.213 respectively, p<0.05); while learning costs had a significant negative impact on continuous learning intention (β=-0.252, p<0.05). Additionally, self-efficacy played a partial mediating role in the relationship between learning motivation and continuous learning intention.
The conclusion emphasized that learning motivation and self-efficacy were the strongest predictors of continuous learning intention, with social support and subjective norms further enhancing this intention, and learning costs inhibiting it. Practical suggestions included optimizing curriculum design, offering personalized learning paths, building learning support networks, reducing learning costs, and strengthening social support.
Future research should broaden the sample scope, incorporate multiple data collection methods, and examine additional variables, such as the learning environment and teacher quality, to achieve a comprehensive understanding of the factors influencing adult learners’ ongoing learning intentions.
Keywords: adult learners, continuous learning intention, learning motivation, self-efficacy, social support, subjective norms, learning costs, public vocational college continuing education