Abstract
this study aims to explore and discover how the learning satisfaction in the capstone design subject influences career-readiness behavior of the undergraduates. The subjects of the study were students attending universities in Korea who had taken a capstone design course in the previous semester or were currently taking it. We distributed 350 questionnaires consisting of 7 questions on satisfaction with learning in capstone design subjects, 17 questions on 3 factors for career preparation behavior, and 6 questions on the relationship between satisfaction with learning in capstone design subjects and career preparation behavior. Of the collected questionnaires, 7 were insincere. The 325 copies excluded were analyzed. Research findings show that the learning satisfaction in the capstone design subject has significant (B=.870, t=23.019, p<.001) impact on association with the career-readiness behavior.
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