응급구조학과 학생의 교수-학생 상호작용이 진로결정 자기효능감에 미치는 영향 : 전공만족도의 매개효과
The effect of professor-student interaction on career decision-making self-efficacy among paramedic students : The mediating effect of major satisfaction
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose: This study aimed to examine the effect of professor–student interaction on career decision-making self-efficacy among paramedic students and to verify the mediating role of major satisfaction.Purpose: This study aimed to examine the effect of professor–student interaction on career decision-making self-efficacy among paramedic students and to verify the mediating role of major satisfaction. Methods: Participants were university students majoring in emergency medical services across the nation. With informed consent, data were collected both online and offline from May 22 to June 13, 2025. A total of 251 students participated. The survey instrument consisted of 57 items covering general characteristics, professor–student interaction, major satisfaction, and career decision-making self-efficacy. Data were analyzed using IBM SPSS Statistics 25.0. Results: The mean scores for professor–student interaction, major satisfaction, and career decision-making self-efficacy were 4.22 ± 0.66, 4.15 ± 0.61, and 3.83 ± 0.74, respectively. Professor–student interaction differed significantly by gender, academic achievement, reason for choosing the major, counseling experience with a professor, and field practice experience. Major satisfaction showed significant differences based on gender, academic achievement, reason for choosing the major, counseling experience with a professor, field practice experience, and career counseling. Career decision-making self-efficacy also differed significantly according to academic achievement, reason for choosing the major, counseling experience with a professor, and career counseling. Major satisfaction demonstrated a complete mediating effect in the relationship between professor–student interaction and career decision-making self-efficacy. Conclusion: Professor–student interaction indirectly influenced career decision-making self-efficacy through major satisfaction. These findings emphasize the importance of strengthening instructional support, academic mentoring, and career counseling in paramedic education. Enhancing professors’ engagement and providing structured career guidance may improve major satisfaction and, consequently, students’ career decision-making self-efficacy.
Abstract
Purpose: This study aimed to examine the effect of professor–student interaction on career decision-making self-efficacy among paramedic students and to verify the mediating role of major satisfaction.Purpose: This study aimed to examine the effect of professor–student interaction on career decision-making self-efficacy among paramedic students and to verify the mediating role of major satisfaction. Methods: Participants were university students majoring in emergency medical services across the nation. With informed consent, data were collected both online and offline from May 22 to June 13, 2025. A total of 251 students participated. The survey instrument consisted of 57 items covering general characteristics, professor–student interaction, major satisfaction, and career decision-making self-efficacy. Data were analyzed using IBM SPSS Statistics 25.0. Results: The mean scores for professor–student interaction, major satisfaction, and career decision-making self-efficacy were 4.22 ± 0.66, 4.15 ± 0.61, and 3.83 ± 0.74, respectively. Professor–student interaction differed significantly by gender, academic achievement, reason for choosing the major, counseling experience with a professor, and field practice experience. Major satisfaction showed significant differences based on gender, academic achievement, reason for choosing the major, counseling experience with a professor, field practice experience, and career counseling. Career decision-making self-efficacy also differed significantly according to academic achievement, reason for choosing the major, counseling experience with a professor, and career counseling. Major satisfaction demonstrated a complete mediating effect in the relationship between professor–student interaction and career decision-making self-efficacy. Conclusion: Professor–student interaction indirectly influenced career decision-making self-efficacy through major satisfaction. These findings emphasize the importance of strengthening instructional support, academic mentoring, and career counseling in paramedic education. Enhancing professors’ engagement and providing structured career guidance may improve major satisfaction and, consequently, students’ career decision-making self-efficacy.