본 연구의 목적은 교양교육의 질적 제고를 도모하고, 신입생에게 가장 필요한 교육경험을 제공하기 위한 하나의 시도로, 대학 신입생들의 대학몰입과 학습참여가 교양교육 만족도에 미치는 영향을 규명하는 것이다. 이를 위해 2019년 5월 20일부터 2019년 5월 31일까지 인천광역시에 위치한 4년제 I 대학의 신입생 기초필수교과목 수강자 중 자발적 참여자 465명을 대상으로 대학몰입과 학습참여를 독립변인으로 설정하고, 교양교육 만족도를 종속변인으로 하여 개인변인에 따른 차이 비교를 위해 t검증과 일원분산분석, 상관분석 및 중다회귀분석을 실시하였으며 그 결과는 다음과 같다. 첫째, 성별에 따라서는 교양교육 만족도의 차이가 없는 것으로 나타났다. 전공계열에 따라서는 교양교육 만족도에 차이가 있는 것으로 나타났으며, 공학계열과 기타계열의 교양교육 만족도가 인문계열의 교양교육 만족도보다 높은 것으로 나타났다. 둘째, 대학몰입과 학습참여는 교양교육 만족도와 유의한 정적 상관이 있는 것으로 나타났다. 셋째, 교양교육 만족도의 38%를 대학몰입과 효과적 교수, 통합적 학습이 설명해 주고 있는 것으로 나타났으며, 상대적 기여도를 확인한 결과 효과적 교수, 대학몰입, 통합적 학습 순으로 교양교육 만족도에 영향을 미치고 있는 것으로 나타났다.

The purpose of this study, as one attempt to improve of quality of general education and to provide college freshmen with the most required educational experience, was to examine the influence of college freshmen’s institutional commitment and student engagement on satisfaction with general education. To do so, from 20th May 2019 to 31st May 2019, 465 freshmen enrolled in I College(4-year-course college) located in Incheon were selected as the study subjects, ‘institutional commitment’ and ‘student engagement’ were set as independent variables, ‘satisfaction with general education’ was set as a dependent variable, the differences according to each personal variable were compared, and a correlation analysis and a multiple regression analysis were conducted. The results were as follows. Firstly, it was found that ‘satisfaction with general education’ showed no difference according to ‘gender’. It was found that ‘satisfaction with general education’ showed a difference according to ‘major field’, and that ‘satisfaction with general education’ involved in the engineering and other fields was higher than ‘satisfaction with general education’ involved in the humanities field. Secondly, it was found that not only ‘institutional commitment’, but also ‘student engagement’, showed a significantly positive correlation with ‘satisfaction with general education’. Thirdly, it was found that 38% of ‘satisfaction with general education’ was explained by not only ‘institutional commitment’, but also ‘effective teaching’ and ‘integrative learning’, sub-factors of ‘student engagement’, and as a result of confirming the relative contribution, it was found that ‘effective teaching’ had the highest influence on ‘satisfaction with general education’, and that the 'institutional commitment' having the second and the 'integrative learning' having the third highest influences on ‘satisfaction with general education’.