교수의 지지가 대학생의 전공몰입과 학업적응에 미치는 영향: 자기인식의 매개효과

Abstract

The purpose of this study was to investigate how social support from professors predicts major commitments and academic adjustments among college students by verifying the mediating effects of self-awareness. A survey was conducted on 564 college students, and the results are as follows. First, the correlation analysis indicated that the professors’ support was significantly and positively associated with both college students’ major commitment and academic adjustment. Second, college students’ self-awareness was also significantly and positively associated with both their major commitment and academic adjustment. Third, the self-awareness mediated the association between professors’ support and major commitment, and between professors’ support and academic adjustment. Specifically, college students who perceive social support from professors reported higher levels of self-awareness, which allows them to be more committed to their major and better adjust to their academic circumstances. These results have confirmed that students can increase their major commitment and academic adjustment by enhancing self-awareness and recognizing professors’ support. Finally, the current study suggested that intimate relationships between professors and students and the latter’s self-awareness played an important role in their attitudes toward their majors and academic adjustment.