교수학습센터 학습프로그램 참여도와 전공만족도 간의 관계: 학습역량의 매개효과와 학업성취도의 조절된 매개효과

The Relationship between Participation in the Learning Program of Center for Teaching and Learning and Major Satisfaction: the Mediating Effect of Learning Competency and the Moderated Mediating Effect of Academic Achievement

본 연구의 목적은 대학 교수학습센터 학습프로그램 참여도가 전공만족도에 미치는 영향에서 학습역량의 매개효과를 확인하고, 교수학습센터 학습프로그램 참여도가 학습역량에 미치는 영향에서 학업성취도의 조절된 매개효과를 파악하는 것이다. 이를 위해 S대학 교수학습센터 학습프로그램 참여자 648명을 대상으로 학습프로그램 참여도, 전공만족도, 학습역량, 학업성취도를 조사하였다. 자료 분석은 SPSS Macro PROCESS(모형 7)를 사용하였다. 연구결과는 첫째, 교수학습센터 학습프로그램 참여도는 학습역량, 전공만족도, 학업성취도와 유의한 정적 관계를, 학습역량은 전공만족도와 유의한 정적 관계를, 전공만족도는 학업성취도와 유의한 정적 관계가 있음을 확인하였다. 둘째, 교수학습센터 학습프로그램 참여도와 전공만족도 사이에서 학습역량은 완전 매개효과가 있음을 확인하였다. 셋째, 교수학습센터 학습프로그램 참여도가 학습역량에 미치는 영향에서 학업성취도의 조절된 매개효과를 확인하였고, 학업성취도 수준에 따라 효과크기가 상이함을 확인하였다. 이러한 결과를 바탕으로 교수학습센터 학습프로그램 참여도의 교육적 의미와 전공만족도 제고를 위한 방안을 논의하였다.

The purpose of this study is to examine the mediating effect of learning competency on the relationship between participation in learning programs at the university's Center for Teaching and Learning and major satisfaction. Additionally, it explores the moderated mediating effect of academic achievement on the relationship between participation in learning programs and learning competency. For this study, data were collected from 647 participants enrolled in learning programs at the Center for Teaching and Learning at S University, focusing on variables such as participation in learning programs, major satisfaction, learning competency, and academic achievement. The data were analyzed using SPSS Macro PROCESS (Model 7). The study results showed the following: First, participation in the learning programs at the Center for Teaching and Learning had a significant positive relationship with learning competency, major satisfaction, and academic achievement. Additionally, learning competency showed a significant positive relationship with major satisfaction, and major satisfaction had a significant positive relationship with academic achievement. Second, learning competency had a complete mediating effect between participation in the Center for Teaching and Learning learning program and major satisfaction. Third, the moderated mediating effect of academic achievement in the effect of participation in the Center for Teaching and Learning learning program on learning competency was confirmed, and the effect size was different depending on the level of academic achievement. Based on these results, the educational significance of participation in the Center for Teaching and Learning's learning program and ways to improve major satisfaction were discussed.