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The purpose of this study is to assess the relationships between older travelers’ self-determined motivations, memorable travel experiences and overall satisfaction with educational holidays. This study also examined the mediating effects of memorable travel experiences on the relationships between motivations and overall satisfaction.

An integrative model using a pre-post travel approach was used as the framework for this study. A total of 361 valid pre- and post-travel surveys were gathered from Australians 50 years or older who participated in educational tour packages.

Results found “personal development” and “learning” dimensions of intrinsic self-determined motivations were the main decision making factors for older adults to engage in educational tourism. “Learning” was the main driver to influence memorable experiences and overall satisfaction. Findings also revealed “local culture” and “excitement” dimensions of memorable experiences were found to influence their overall satisfaction with the trip. These two dimensions were found to be significant factors that partially mediated the relationship between intrinsic motivation (“learning”) and overall satisfaction.

This study contributed to developing a theoretical framework that assessed antecedents and outcomes of older adults’ motivations and travel-related behaviors.

本论文旨在研究老年游客的自我决定、印象深刻的旅游体验、和整体满意度之间的关系, 以教育假期为研究背景。本论文还研究了印象深刻的旅游体验对于动机和满意度之间的中间调解作用。

本论文采用旅游前-旅游后的一体化模型作为理论框架, 使用来自澳大利亚年龄为50岁以上的教育旅游团游客为样本, 收取了361份有效旅游前-旅游后问卷。

个人发展和各种自我决定动机的学习因素成为主要决定老年人游客参与教育旅游团的原因。学习成为主导印象深刻的体验和整体满意度的原因。印象深刻的体验中的当地文化和兴奋度等因素成为主导其对整个旅游过程满意度的原因。这两个因素（当地文化和兴奋度）也部分地中间调解内部动力（学习）和整体满意度的关系。

本论文对于老年游客动机分析和旅游行为的相关文献具有理论贡献。

老年人 PLS-SEM, 、整体满意度, 、教育旅游, 、印象深刻的体验

研究论文