특수대학원 재학생의 학업지속의향과 영향요인

Abstract

Objectives The purpose of this study was to explore academic persistence and its influencing factors among graduate students in special graduate schools.
 Methods To achieve this purpose, hierarchical regression analysis was conducted using data from 113 participants affiliated with the special graduate school of K University located in Seoul. Specifically, at the individual level, the study examined the influence of academic self-efficacy and major immersion as psychological variables, and gender, age, and semester as background variables. At the environmental level, factors such as the professorstudent relationship, social support from peers, and the quality of educational services provided by the school were set as influencing factors. The study aimed to investigate how these variables affect the intention for academic persistence.
 Results First, academic self-efficacy and major immersion were found to have a consistent influence on the intention for academic persistence among graduate students in special graduate schools. Second, gender and semesters of study did not have a significant impact on the intention for academic persistence among special graduate school students. However, age differences showed a significant influence on the intention for academic persistence. Third, social support from peers had a significant impact on the intention for academic persistence. However, the professor-student interaction and the quality of educational services provided by the school did not have a significant influence.
 Conclusions The need for the development of programs and activities that enhance students' self-efficacy and major immersion, and support the formation of relationships with fellow learners, has been identified. Furthermore, recommendations have been proposed to strengthen the determination of graduate students in special graduate schools to persist in their academic pursuits, and to foster academic success and career development.