대학생의 자기효능감이 전공만족에 미치는 영향

Abstract

Objectives This study attempted to analyze the structural relationship between self-efficacy, self-directed learning, learning engagement, and major satisfaction of college students, and studied learning engagement by dividing it into cognitive engagement, emotional engagement, and behavioral engagement. Methods The fourth year of university nationwide became the study population, and the final 245 data were used for analysis. The structural equation was evaluated for goodness of fit of the research model using Mplus, and the significance of direct and mediating effects was verified. Results First, self-efficacy was found to have a positive (+) effect on self-directed learning and major satisfaction, but the effect on cognitive engagement, emotional engagement, and behavioral engagement was found to be statistically insignificant. Second, self-directed learning was found to have a positive (+) effect on cognitive engagement, emotional engagement and behavioral engagement, but the effect on major satisfaction was not statistically significant. Third, the effect of cognitive engagement on major satisfaction was found to be statistically insignificant, but emotional engagement and behavioral engagement appeared to have a positive (+) effect on major satisfaction. Fourth, in the relationship between self-efficacy, cognitive engagement, emotional engagement, and behavioral engagement, the mediating effect of self-directed learning was found to be statistically significant. Fifth, in the relationship between self-directed learning and major satisfaction, the mediating effect of cognitive engagement was not statistically significant, but the mediating effect of emotional engagement and behavioral engagement was statistically significant. Finally, in the relationship between self-efficacy and major satisfaction, the double mediating effect of self-directed learning and cognitive engagement was not statistically significant, but the double mediating effect of self-directed learning and emotional engagement and self-directed learning and behavioral engagement was statistically significant. Conclusions Through this, it was revealed that college students' self-efficacy, self-directed learning, and learning engagement are important factors in major satisfaction. Therefore, in order to improve college students' major satisfaction, implications for finding ways to improve college students' self-efficacy, self-directed learning, and learning engagement were also provided.