대학교육만족 요인, 재학만족도, 휴학 및 자퇴 의도 간의 관계 분석

A Study on the Relationship Between University Education Satisfaction Factors, Student Satisfaction, Leave of Absence and Dropout Intention

본 연구는 교육만족의 하위 요인(수업, 대학생활, 교육환경, 학생지원), 재학만족도, 휴학 및 자퇴의도 간 구조적 관계를 구조방정식 모형을 활용하여 검증하였다. 연구대상은 H대학교 재학생 3,616명이며, 설문조사 결과를 바탕으로 분석을 하였다. 분석 결과, 4개의 교육만족 하위요인은 재학만족에 유의미한 정(+)적 영향을 미쳤으며, 재학만족은 휴학 및 자퇴의도에 유의미한 부(-)적 영향을 미쳤다. 특히, 자퇴고려에는 수업 및 대학생활 만족의 직접효과가, 휴학고려에는 교육환경 만족의 직접효과가 유의미하게 나타났다. 또한 네 요인 모두 재학만족을 매개로 유의미한 간접효과를 보여, 재학만족이 학업 지속 의사의 핵심 매개로 기능함을 확인하였다. 이러한 결과는 학생들의 중도탈락 유형별 차별화된 대응과 재학만족 제고 중심의 정책 설계가 필요함을 시사한다.

This study investigated the structural relationships between the university education satisfaction factors(classes, university life, educational environment, student support), student satisfaction, and intention to leave and dropout were examined using structural equation modeling(SEM). To this end, we conducted a survey of 3,616 undergraduate students at University H at the end of the second semester of the 2024 academic year, and analyzed the responses based on the collected data. The analysis showed that satisfaction with classes, university life, educational environment, and student support all had a significant positive effect on student satisfaction, satisfaction with university life having the strongest effect. Student satisfaction also had a significant negative effect on both leave of absence and dropout intentions, with a stronger effect on dropout intention. Among the factors of university education satisfaction, educational environment had a significant effect only on the intention of leave of absence, while satisfaction with classes and university life had a significant effect on the intention of withdrawal. These findings suggest that leave of absence and withdrawal are decisions based on different decision-making processes. All four factors also showed significant indirect effects mediated by student satisfaction, confirming that student satisfaction is a key mediator of intention to persist. These results suggest the need for differentiated responses to different types of student dropouts and policy design centered on enhancing student satisfaction.