미용대학교 학생의 교육서비스품질이 정의적 학습몰입 및 교육만족에 미치는 영향

In this study, competition among universities has accelerated recently, competition among domestic universities has become an essential factor, and due to a decrease in the demand for admission, it is necessary to secure competitiveness and consumer-centered educational services to secure admission resources. Unlike in the past, beauty education has also raised expectations of trainees. Competition is increasing due to the increase in beauty workers, In order to win the competition, it was necessary to improve the quality of differentiated beauty education services and various practical curriculums suitable for reality. Due to this importance, this study aims to provide basic data and information that educational service quality can help improve and improve educational service quality of beauty universities. For the subject and scope of the study, a survey was conducted on students attending two-year beauty colleges and four-year beauty colleges located in Gwangju, Busan, Daegu, and Gyeongnam, A total of 250 copies were distributed, and 212 copies were used as final research analysis data, excluding data judged to be poor or unreliable, The scale used in the survey used the Lickard 5-point scale. The data analysis of this study used SPSS ver, 25.0 programs, Cronbach’s α coefficient was calculated, descriptive statistics and correlation analysis, and multiple regression analysis were performed for frequency analysis, multiple response analysis, factor analysis, and reliability verification. As a result of the study, it was found that educational service quality had a positive effect on affective learning commitment and educational satisfaction, Among the sub-factors of educational service quality, it was found that they had a high influence in the order of educational environment, faculty, and educational programs. In addition, it was confirmed that among the sub-factors of affective learning commitment, the higher the task concentration, self-purpose experience, and the distortion of the sense of time, the higher the educational satisfaction. Therefore, efforts are required to increase the educational environment of educational service quality, faculty, educational programs, and the task concentration of affective learning commitment, self-purpose experience, and distortion of the sense of time.