대학 입학유형별 대학적응, 전공 수업 가치부여, 사회경제적 상황 인식 및 자기효능감 연구

초록

Objectives This study examined the students’ perceptions about adjustment to college life, value to the major, socio economic status and self-efficacy depending on their admission types. Methods The research questions were designed to report participants' perceptions about four domains as follows: (1) adjustment to college life (2) value to the major, (3) socio-economic status, and (4) self-efficacy regarding their academic and future career achievements. A total of 59 research participants who registered two subjects of liberal arts classes in a university located in Seoul completed a perception analysis questionnaire at the fifteenth week of their courses. The normality test was performed to assess the homogeneity of variance and they were divided into two separate groups of early (Soosi) and regular (Jeongsi) with the number of 31 and 28 students each. Results The t-test results conducted to compare the differences of each domain portrayed that the regular admission group students (1) put more values on their major, (2) possessed more positive views on their current socio-economic status and (3) showed higher self-efficacy compared to the early admission group even though the perceptions about adjustment to college life had no difference. Conclusions The findings imply that learner differences accompanied by their admission types must be considered to provide more satisfactory major curriculum with students. By doing this, the university administration may successfully meet the needs of recruiting students while achieving the goals of teaching and learning at the higher-education. The further studies regarding how to reflect learners' needs as well as to improve their motivations to study major more sincerely should be recommended.

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