The purpose of this study were to identify relationships between social capital and life-long education participant' attitude. The components of the factors consisted of demographic factors, neighbor attachment scale, social activity involvement scale, and collective efficacy scale.
Data were collected from 287 female adults in life-long education participant of jinju city. Data were analyzed by SPSS 15.0 version for window. The statistical techniques were used descriptive statistics x², F-tests, and covariance structural analysis. The Statistical significance was tested at 0.05 level.
Major findings of this study were as follows;
1. As result of ANOVA, Involvement positiveness in participant' attitude, Neighbor attachment in social capital were significantly different by occupation cohort. Involvement frequencies in participant' attitude, Neighbor attachment in social capital were significantly different by the types of resident housing cohort. Only involvement frequencies in participant' attitude were significantly different by marriage cohort. cohort of age and education level were insignificantly different.
2. As result of regression, In case of Involvement positiveness, Only model fit was significantly different. and In case of Involvement frequencies Model Ⅰ, social activity involvement was significantly different, and In case of Involvement frequencies Model Ⅱ, the types of resident housing, marriage, social activity involvement, and collective efficacy were significantly different.
Based on the above findings and conclusions of this study, five recommendations were suggested as follow;
1. Improving community organization by activating civil involvement on civil autonomy center.
2. Promoting social capital by coping with residential instability.
3. Promoting social capital by increasing opportunity to learn life-long education.
4. Promoting female social activity involvement to enhance community social capital.
5. Our society have to be changed to recover competent community.