간호대학생의 전공선택동기, 교수지지, 학습만족도가 학업성취도에 미치는 영향

This study aimed to identify the levels of nursing students’ major selection motivation, perceived faculty support, learning satisfaction, and academic achievement, and to examine the factors influencing academic achievement, thereby providing foundational data for improving learning outcomes in nursing education. The participants were 179 first- and second-year nursing students from four four-year universities located in K Metropolitan City and J Province who voluntarily agreed to participate after being informed of the study purpose. Data were collected using a structured questionnaire from September 23 to October 4, 2024, and analyzed using the SPSS/WIN 25.0 program. The data analysis included descriptive statistics, t-tests, one-way ANOVA, Pearson’s correlation coefficients, multiple regression analysis. The results showed mean scores of 4.19 for major selection motivation, 3.94 for faculty support, 4.47 for learning satisfaction, and 4.07 for academic achievement. Correlation analysis revealed significant positive relationships between faculty support (r= .18, p< .05), learning satisfaction (r= .76, p< .01), and academic achievement. Multiple regression analysis identified learning satisfaction as the most influential predictor of academic achievement (β= .76, p< .01). These findings highlight the importance of faculty support, constructive feedback, and strategies to enhance learning satisfaction in improving nursing students’ academic performance. Therefore, nursing educators should help students maintain positive motivation for their major, strengthen emotional and informational support, and create educational environments that foster learning engagement. Furthermore, diverse teaching methods and systematic feedback approaches are recommended to enhance learning satisfaction and academic success.