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Á¦¸ñ : ´ëÇб³À° ¸¸Á·µµ ¹× ±³¼öÇнÀ ¼º°ú ¿µÇâ¿äÀÎ ºÐ¼® ÀúÀÚ : À̱æÀç, ÀÌÁ¤¹Ì
¹ßÇàÇÐȸ : Çѱ¹±³À°ÇàÁ¤ÇÐȸ [The Korean Society For The Study Of Educational Administration]
¹ßÇàÁ¤º¸ : ±³À°ÇàÁ¤Çבּ¸ Á¦ 33±Ç 1È£ pp.105-127(23 pages)
¹ßÇà³âµµ : 2015

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The purpose of this study is
to analyze the factors associated with students¡¯satisfaction with and learning outcomes of higher education. To achieve the goals,the study analyzes the data collected by running a survey of National Assessment ofStudents¡¯ Engagement in Learning (NASEL) in 2013.Major findings are as follows: First, all the benchmarks are shown to be associatedwith students¡¯ satisfaction at the statistical significance level of P¡´0.01. Concerningthe student-level predictors, the higher the class level, the lower the satisfactionscore. On the other hand, the more the amount of time spent for a part-time job,the lower the level of satisfaction. Next, the only institutional- level variable foundto be related to students¡¯ satisfaction is reputation of colleges. The results of themodel analyzing variables associated with learning outcomes are as follows: As isthe case for students¡¯ satisfaction, five benchmarks are shown to be related tolearning outcomes of college students. In terms of students¡¯ characteristics, femalestudents reveal a lower level of learning outcomes, whereas students with longeryears of college education a higher level. As one can intuitively predict, the amountof time spent for a part-time job is shown to be negatively associated with learningoutcomes, while higher GPA and greater amount of scholarship are found to beassociated with learning outcomes in a positive way. At the institutional level,private and college reputation reveal a positive association with learning outcomes.   (ÀÌÇÏ »ý·«)

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