신입생과 편입생의 학습역량과 대학생활적응 비교 및 지원 방안 연구: Y대학 학생을 중심으로

A study on the comparison of learning abilities and adaptation to university life of freshmen and transfer students and support measures: Focusing on students at Y University

본 연구는 신입생과 편입생의 학습역량 및 대학 생활 적응을 비교·분석하고, 집단별 맞춤형 지원 전략을 제시하는 것을 목적으로 진행하였다. 이를 위해 2025학년도 경기도에 있는 대학의 신․편입생이 온라인으로 조사하였고, 학습역량 검사와 대학 생활 적응 검사(SAT) 모두 응답한 신입생 903명, 편입생 184명의 자료를 연구에 활용하였다. 연구 결과, 첫째, 편입생은 학습 비전, 학습 관리, 학습전략, 진로 적합성, 학습 효능감, 대학 생활 적응(대학 선택 만족도, 진로 확신, 정서 안정성) 모두 신입생보다 높았고, 신입생은 수동적 학습 방식과 초기 적응 불안으로 낮은 역량과 적응 수준 보였다. 둘째, 성별 차이에서 신입생은 여학생이 학습 비전, 학습 관리, 전략 활용, 진로 적합성에서 남학생보다 높았고, 학습 효능감·시험 불안·학업 부담은 성별 차이가 없었다. 편입생은 여학생이 학업 부담을 더 크게 느끼고, 대학 생활 적응은 남학생이 만족도·기대·정서 안정성에서 높았다. 셋째, 전공계열 차이에서 신입생은 자연과학계열은 학습 비전, 예체능계열은 학습 관리 및 전략 활용이 낮았다. 공학계열은 학습 효능감, 자연과학계열 및 예체능계열은 진로 적합성이 높았고, 예체능계열은 대학 선택 만족도·전공 진로 확신이 높은 평균을 보였다. 반면, 편입생은 전공계열 간 학습역량 및 적응 차이가 뚜렷하지 않았으며, 다만 인문사회계열이 예체능보다 학습 효능감이 높았다. 본 연구의 집단별 차이 분석 결과를 토대로 신입생에게는 학습전략·정서 안정 프로그램을, 편입생에게는 전공 적응 및 소속감 강화를 위한 맞춤형 지원 방안을 제시하였다.

This study was conducted to compare and analyze the learning abilities and adaptation to college life of freshmen and transfer students, and to suggest customized support strategies for each group. To this end, an online survey was conducted on new and transfer students at universities in Gyeonggi Province for the 2025 school year, and data from 903 new students and 184 transfer students who responded to both the Learning Ability Test and the SAT were used in the study. As a result of the study, first, transfer students had higher learning vision, learning management, learning strategies, career suitability, learning efficacy, and college life adaptation (satisfaction with college choice, career confidence, and emotional stability) than freshmen, while freshmen showed lower competency and adaptation levels due to passive learning styles and initial adaptation anxiety. Second, regarding gender differences, female freshmen scored higher than male freshmen in learning vision, learning management, strategic use, and career suitability. However, there were no gender differences in learning efficacy, test anxiety, or academic burden. Among transfer students, female freshmen perceived a greater academic burden, and male freshmen scored higher in satisfaction, expectations, and emotional stability when adjusting to college life. Third, regarding differences by major, freshmen in the natural sciences had lower learning vision, while those in the arts and physical education had lower learning management and strategy utilization. Engineering students had higher learning efficacy, while those in the natural sciences and arts and physical education had higher career fit. Those in the arts and physical education had higher average satisfaction with their university choice and confidence in their major. Conversely, transfer students showed no significant differences in learning ability and adaptation across majors, with those in the humanities and social sciences having higher learning efficacy than those in the arts and physical education. Based on the results of the group difference analysis in this study, a learning strategy and emotional stability program was proposed for freshmen, and a customized support plan was proposed for transfer students to help them adapt to their major and strengthen their sense of belonging.