• Title/Summary/Keyword: Major Satisfaction

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Exploring the Relationships between Major Satisfaction and Psychological Well-being of Female Engineering Students (공과대학 여학생의 전공만족과 심리적 안녕감과의 관계 탐색)

  • Hwang, Soonhee
    • Journal of Engineering Education Research
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    • v.24 no.2
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    • pp.29-40
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    • 2021
  • This research aims to examine the relationship between major satisfaction and psychological well-being of female engineering students. To achieve this goal, first, differences in major satisfaction and psychological well-being among engineering students were examined. Second, differences in major satisfaction and psychological well-being among female undergraduate students were investigated. In addition, the effects of psychological well-being, as perceived by undergraduate students by gender and major, on major satisfaction were explored. A total of three hundred and forty-nine (349) undergraduate students from two universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, male engineering students scored higher in two variables including their most sub-factors, and that gender differences in relation satisfaction as well as positive relationship with others, autonomy, and environmental mastery were statistically significant. Secondly, female engineering students scored higher in major satisfaction and several sub-factors of two variables, and that major differences in major satisfaction (total), social perception satisfaction, and autonomy - a sub-factor of psychological well-being - were statistically significant. Thirdly, a positive correlation among major satisfaction and psychological well-being was identified. Finally, psychological well-being could explain about 19% of major satisfaction. The practical implications of these findings are discussed herein, with attention on education for promotion of major satisfaction.

Effects of Volunteering Participation Motivation on Major Satisfaction and Continuance Willingness in Ophthalmic Optics Students

  • Cho, Seonahr;Kwak, Jinkyu
    • International Journal of Advanced Culture Technology
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    • v.8 no.1
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    • pp.71-81
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    • 2020
  • This study is intended to determine the effects of volunteering participation motivation on major satisfaction and continuance willingness in ophthalmic optics students. To achieve this, a survey was empirically carried out to ophthalmic optics students. The research findings showed that self-development among participation motivation factors had a significant effect on major satisfaction and continuance willingness, leisure on continuance willingness, and major satisfaction on continuance willingness in the relationship between the effects of volunteering participation motivation on continuance willingness and major satisfaction in ophthalmic optics students, respectively, adopting 3 hypotheses. On the other hand, leisure had no significant effect on major satisfaction, interpersonal exchange on major satisfaction, and interpersonal exchange on continuance willingness, respectively, rejecting 3 hypotheses. Which suggest that the high self-development willingness of college students as a factor of college volunteering participation motivation causes them to have pride and specialization in their major. Consequently, pride and specialization in major cannot only increase an understanding of personality and major, but maintain a positive attitude, leading to a long-continuous willingness, not a simple one-time service.

Correlations of self-esteem, major satisfaction and career identity in dental hygiene students (일부지역 치위생과 학생들의 자아존중감, 전공만족도 및 진로정체감과의 관련성)

  • Park, Kyung-Hwa;Choi, Hye-Jung
    • Journal of Korean society of Dental Hygiene
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    • v.15 no.2
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    • pp.279-286
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    • 2015
  • Objectives: The purpose of the study is to investigate the factors influencing on self-esteem, major satisfaction, and career identity. Methods: A self-reported questionnaire was filled out by 389 dental hygiene students in three colleges located in Metropolitan area. The questionnaire consisted of 5 questions of general characteristics, 10 questions of self-efficacy, 18 questions of major satisfaction, and 13 questions of career identity by Likert 5 scale. Cronbach's alpha was 0.92 in self-efficacy, 0.90 in major satisfaction, and 0.88 in career identity in the previous studies. Cronbach's alpha in this study was 0.911 in major satisfaction, 0.840 in self-efficacy, and 0.8090 in career identity. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, and stepwise multiple regressions. Results: The score was 3.47 in self-esteem, 3.79 in major satisfaction, and 3.03 in career identity. There were significant differences in self-esteem and major satisfaction based on grade, motivation for entering college, and clinical practice satisfaction. In case of career identity, there were significant differences based on characteristics, motivation for college choice, and clinical practice satisfaction. There was a positive correlation between negative self-esteem, positive self-esteem, general satisfaction, awareness satisfaction, curricula satisfaction, interpersonal relation satisfaction, and career identity. The influencing factors on career identity were aptitude, interest, self-esteem, and major satisfaction in order(p<0.001). Conclusions: The career identity is closely related to self-esteem and major satisfaction. It is desirable to open a variety of education courses and to develop systematic and practical programs to the students in order to improve the career identity.

The Influence of Academic Self-efficacy and Major Satisfaction on Career Attitude Maturity in Nursing Students (간호대학생의 학업적 자기효능감과 전공만족도가 진로태도성숙에 미치는 영향)

  • Han, Su Jeong
    • Korean Journal of Adult Nursing
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    • v.25 no.5
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    • pp.559-566
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    • 2013
  • Purpose: This study examines the relationships between academic self-efficacy, major satisfaction, and career attitude maturity among nursing students. The study further explored the mediating effect of major satisfaction on the relationship between academic self-efficacy and career attitude maturity. Methods: Data were collected via questionnaires from 239 nursing students in D city and P city from March 1 to March 30, 2012. Pearson's correlation and multiple regression analyses were used to assess the relationships between the variables. Results: 1. The mean scores for academic self-efficacy, career attitude maturity, and major satisfaction were 3.81, 3.67, and 3.89, respectively. 2. Academic self-efficacy was positively correlated with major satisfaction and career attitude maturity. 3. Major satisfaction had a mediating effect on the relationship between academic self-efficacy and career attitude maturity. Conclusion: Academic self-efficacy is expected to serve as a foundation for the promotion of career attitude maturity.

A Study on the Structural Equation Modeling of the Relationships among Major Satisfaction, Career Search Efficacy, and Career Exploration Behavior with Marine Science High School Students (수산해양계열 고등학생의 전공만족, 진로탐색 자기효능감 및 진로탐색행동의 구조적 관계 연구)

  • Heo, Gyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.6
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    • pp.1306-1314
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    • 2013
  • The purpose of this study is to find the structural relationships among major satisfaction, career search efficacy, and career exploration behavior with marine science high school students. For investigating this topic, 524 students were surveyed from the marine science high schools. In order to find out the structural relationships among major satisfaction, career search efficacy, and career exploration behavior, structural equation modeling was used. Followings were the results of the research: (a) Major satisfaction effected significantly on the career search efficacy. (b) Career search efficacy effected significantly on the career exploration behavior. (C) There was not significant direct cause and effects from major satisfaction to career exploration behavior, but indirect effect was significant. Some recommendations were suggested for increasing career exploration behavior of marine science high school students.

The Effects of Major Selection Motivation on Career Efficacy and Major Satisfaction of College Students majoring in Culinary Art and Foodservice Management (조리외식전공 대학생의 전공선택동기가 진로효능감과 전공만족에 미치는 영향 관계)

  • Chae, Hyun-seok
    • Culinary science and hospitality research
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    • v.23 no.5
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    • pp.34-47
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    • 2017
  • This study is designed to figure out the effects of major selection motivation on career efficacy and major satisfaction of college students majoring in culinary and foodservice management. To achieve this purpose, a survey was carried out to 209 college students. The findings showed that their major selection had a significant effect on their career efficacy and major satisfaction. But the mediating effect of their career efficacy as a mediator - which improves their major selection and major satisfaction - was partially adopted. Consequently, their internal and external participation motivation for their major selection is a facilitating mechanism to maximize their major satisfaction, and it is necessary to limit the use as a mediating variable of their career efficacy.

Analysis of Factors Affecting Major Satisfaction

  • Kim, Jungae;Cho, Euiyoung
    • International Journal of Advanced Culture Technology
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    • v.6 no.2
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    • pp.72-79
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    • 2018
  • The purpose of this study was to analyze general characteristics and empathy factors of nursing student's major satisfaction. Participants in this study were 235 students from both located in J do and C do Universities. The research method was a cross-sectional survey and the survey period was from September 1 to 10, 2017. The questionnaire was used to investigate general characteristics, empathy, and major satisfaction. The analysis was based on frequency analysis, p value of t or F value, Pearson correlation, regression analysis, and hierarchical regression analysis using SPSS 18.0. The result of this study were as follows: (1) The C University showed higher satisfaction than J University(3.44), (2) the factors affecting major satisfaction were school location, grade, religion, cognitive empathy, and emotional empathy correlated, Regression analysis was used to examine factors that correlated with major satisfaction, followed by hierarchical regression analysis to identify the most influential factors. (3) The result of the analysis showed that the greatest influence factors on major satisfaction were the University location(${\beta}=.325$, p<.01), the cognitive empathy (${\beta}=.287$, p<.01), and the next order was negative grade(${\beta}=-.230$, p<.01). Based on the results of this stud, the following conclusions can be drawn. The most influential factor in the major satisfaction was the school location, but this was an irreversible factor. Therefore, if the cognitive empathy factor and grades are corrected, it can be said that it can increase the satisfaction of major in nursing University students. In this study, it was emphasized that cognitive empathy contained in the course of nursing education program and suggested guidance on major satisfaction in lower grades.

Relations between Clinical practice Emotional labor, Self esteem and Major Satisfaction of among Nursing Students (간호대학생의 임상실습 감정노동과 자아존중감, 전공만족도 관계)

  • Nam, Mun-Hee;Kim, Hae-Ok
    • Journal of Digital Convergence
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    • v.14 no.1
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    • pp.263-273
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    • 2016
  • This study was done to identify the relationship between emotional labor, self-esteem, and major satisfaction of clinical practice among nursing students. Participants were 199 nursing students who had clinical practice that located in B- city and K- do during the period from August 3rd to 17th, 2015. The average mean scores for self esteem, emotional labor, and major satisfaction were 3.53, 3.26 and 3.46 (5 scale). Pearson's correlation revealed self esteem had a significant positive effect on major satisfaction, while emotional labor had a negative effect on major satisfaction. Factors having a significant influence on major satisfaction included self esteem, satisfaction of college life, and level of academic scores. These factors explained 34.0% of variance in major satisfaction. Thus, the satisfaction of college life, self esteem, and academic score were required to manage for major satisfaction of nursing students.

The Relationship among Professional Self-concept, Academic Self-efficacy and Major Satisfaction in Nursing Students (간호대학생의 전문직 자아개념, 학업적 자기효능감 및 전공만족도 간의 관계)

  • Yang, Kyung-Mi
    • Journal of Digital Convergence
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    • v.15 no.12
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    • pp.445-453
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    • 2017
  • This study was conducted to identify the relationships among professional self-concept, academic self-efficacy and major satisfaction in nursing students. Data were collected from 137 nursing students by means of self reported questionnaires about professional self-concept, academic self-efficacy, and major satisfaction from October 19 to 23, 2017. The data was analyzed using descriptive statistics, Pearson correlation coefficients, and multiple regression. There were significant correlations among professional self-concept, academic self-efficacy, and major satisfaction. Predictor that has an effect on major satisfaction was professional self-concept among nursing students. This factor explains thirty-six percentile of total variances of major satisfaction. This study suggests that professional self-concept is positively influenced on major satisfaction. To enhance major satisfaction for nursing students, it is necessary to develop specific course or training program in curriculum for increasing professional self-concept.

Influence of education service quality on major satisfaction in the dental hygiene students (일부 전문대학 치위생과 교육 서비스 품질이 학생만족도에 미치는 영향)

  • Shin, Seon-Haeng
    • Journal of Korean society of Dental Hygiene
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    • v.16 no.4
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    • pp.549-557
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    • 2016
  • Objectives: The purpose of the study is to investigate the influence of education service quality on major satisfaction in the dental hygiene students. Methods: A self-reported questionnaire was completed by 271 dental hygiene students in Seoul from April 1 to 20, 2016. The questionnaire consisted of general characteristics of the subjects(6 items), education service quality (27 items), and major satisfaction of students(23 items). The instrument for education service quality was adapted from Parasuraman and modified by Park & Lee. Likert 5 point scale adaptation included physical environment, reliability, responsiveness, certainty, empathy, class professors, administrative facilities, and school activities accessibility. Cronbach's alpha test in the study was 0.956 in education service quality and 0.951 in major satisfaction. Results: The education service quality was 3.1 points. The lower grade students tended to have the higher education service quality (p<0.001). The satisfaction to class professors was 3.2 points. The education service quality had a significant positive relation to major satisfaction. The satisfaction was positively influenced by physical environment, responsiveness, certainty, and empathy. Conclusions: A positive motivation to education service quality leads to major satisfaction. A variety of strategies are very important to enhance the education specialization.