?????? ????? ????? ??????? ??? ?? (The Mind set of a Beauty Learner The Effect of Learning Immersion and Intention on Learning Continuity)

This study attempted to unveil structural relationships among learners¡¯ mindset, learning flow and intention to continue learning and help beauty service learners have a desirable perception. For this, a self-administered questionnaire survey was performed against a total of 320 adult beauty service learners in their 20-50s in Busan from July 18 to 25, 2022. They voluntarily participated in the survey with an understanding of its purposes. Effective samples were collected and analyzed by SPSS 25.0, and the results found the followings: First, no significant learning flow was found in beauty service learners with a fixed mindset while high learning flow was observed in those with a growth mindset. Second, an intention to continue learning wasn¡¯t found in beauty service learners with a fixed mindset while an intention to continue learning was observed among those with a growth mindset. Third, both cognitive commitment and affective commitment revealed an intention to continue learning. The above results show that those with a growth mindset are committed to learning for their continuous growth and development and disclose their will to continue learning. In contrast, those with a fixed mindset are aware of their limit and reveal passive learning commitment, losing their intention to continue learning. It is anticipated that the study results provide an implication which is needed to help beauty service learners find a way to improve a growth mindset.

This study attempted to unveil structural relationships among learners¡¯ mindset, learning flow and intention to continue learning and help beauty service learners have a desirable perception. For this, a self-administered questionnaire survey was performed against a total of 320 adult beauty service learners in their 20-50s in Busan from July 18 to 25, 2022. They voluntarily participated in the survey with an understanding of its purposes. Effective samples were collected and analyzed by SPSS 25.0, and the results found the followings: First, no significant learning flow was found in beauty service learners with a fixed mindset while high learning flow was observed in those with a growth mindset. Second, an intention to continue learning wasn¡¯t found in beauty service learners with a fixed mindset while an intention to continue learning was observed among those with a growth mindset. Third, both cognitive commitment and affective commitment revealed an intention to continue learning. The above results show that those with a growth mindset are committed to learning for their continuous growth and development and disclose their will to continue learning. In contrast, those with a fixed mindset are aware of their limit and reveal passive learning commitment, losing their intention to continue learning. It is anticipated that the study results provide an implication which is needed to help beauty service learners find a way to improve a growth mindset.