Title Page

Abstract

Contents

Abbreviations 17

Ⅰ. Introduction 18

1. Research Necessity 18

2. Research Purpose 20

3. Research Question 22

Ⅱ. Theoretical Background 24

1. Higher Vocational Colleges Preschool Education Major Vocal Music Course 24

1) Preschool Education Major 24

2) Preschool Education Major Vocal Music Course 26

3) The Role of Preschool Vocal Music Education 29

4) Current Situation of Preschool Professional Vocal Music Education 32

5) Higher Vocational Colleges 36

6) Higher Vocational Education 36

7) Training of Preschool Teachers by Higher Vocational Education 40

2. Learners' Expectation 43

1) Definition of Learners' Expectation 43

2) Composition of Learners' Expectation 45

3. Learners' Perceived Quality 46

1) Definition of Learners' Perceived Quality 46

2) Composition of Learners' Perceived Quality 47

4. Learners' Perceived Value 48

1) Definition of Learners' Perceived Value 48

2) Composition of Learners' Perceived Value 50

5. Learners' Satisfaction 51

1) Definition of Learners' Satisfaction 51

2) Learners' Satisfaction Model 53

3) Factors for Learners' Satisfaction 58

6. Relationship between Variables 61

1) The Relationship between Learners' Expectation and Learners' Satisfaction 61

2) The Relationship between Learners' Perceived Quality and Learners' Satisfaction 64

3) The Relationship between Learners' Perceived Quality and Learners' Perceived Value 65

4) The Relationship between Learners' Perceived Value and Learners' Satisfaction 66

5) The Relationship of Learners' Satisfaction, Learners' Perceived Quality and Learners' Perceived Value 68

6) The Relationship of Learners' Expectation on Learners' Satisfaction, Learners' Perceived Quality and Learners' Perceived Value 69

Ⅲ. Research Method 73

1. Research Model and Hypothesis 73

1) Research Model 73

2) Research Hypothesis 74

2. Research Participants 76

3. Research Instruments 77

1) Questionnaire Design Process 77

2) Learners' Expectation, Learners' Perceived Quality, and Learners' Perceived Value Questionnaire 77

3) Learners' Satisfaction Questionnaire 81

4. Research Procedures 86

1) Preliminary Research Phase 86

2) Formal Testing Phase 89

5. Data Analysis 89

Ⅳ. Research Results 92

1. Analysis of the General Characteristics of the Survey Respondents 92

2. Descriptive Statistical Analysis Results of Each Dimension 92

1) Descriptive Statistical Analysis Results of Each Variables of the Learners' Satisfaction Model 93

2) Descriptive Statistical Analysis Results of Each Dimension of the Learners' Satisfaction 94

3. Difference Analysis Results of Each Dimensions 94

1) Gender Difference Analysis Results of Each Dimensions 94

2) Grades Difference Analysis Results of Each Dimensions 96

4. Correlation Analysis 98

1) Correlation Analysis of the Learners' Expectation with Each factor scale of Learners' Satisfaction 98

2) Correlation Analysis of the Learners' Perceived Quality with Each factor scale of Learners' Satisfaction 100

3) Correlation Analysis of the Learners' Perceived Value with Each factor scale of Learners' Satisfaction 100

4) Correlation Analysis of the Learners' Expectation, Learners' Perceived Quality, Learners' Perceived Value, and Learners' Satisfaction 101

5. Regression Analysis 102

1) Regression Analysis of Learners' Expectations for Learners' Perceived Quality in Vocal Music Course 102

2) Regression Analysis of Learners' Expectation for Learners' Perceived Value in Vocal Music Course 103

3) Regression Analysis of Learners' Expectation for Learners' Satisfaction in Vocal Music Course 104

4) Regression Analysis of Learner's Perceived Quality for Learner's Perceived Value in Vocal Music Course 106

5) Regression Analysis of Learner's Perceived Quality for Learners' Satisfaction in Vocal Music Course 107

6) Regression Analysis of Learners' Perceived Value for Learners' Satisfaction in Vocal Music Course 108

6. Structural Equation Modeling (SEM) Identification Results 110

1) Model Construction and Model Fit 110

2) Path Analysis 113

3) Mediating Effect Test Results 113

7. Hypothesis Test Result 115

Ⅴ. Conclusions and Suggestions 116

1. Conclusions 116

2. Suggestions 121

3. Limitations 123

References 125

Appendix 141

국문 초록 145

〈Table 1〉 Learners' Expectation, Learners' Perceived Quality, and Learners' Perceived Value Questionnaire 78

〈Table 2〉 Composition of Questionnaires after Exploring Gist Analysis of the Learners' Expectation, Learners' Perceived Quality, and Learners' Perceived Value... 79

〈Table 3〉 Reliability Components of the Learners' Expectation, Learners' Perceived Quality, and Learners' Perceived Value Questionnaire 80

〈Table 4〉 KMO and Bartlett's test values for the Learners' Expectation, Learners' Perceived Quality, and Learners' Perceived Value Questionnaire 81

〈Table 5〉 The Learners' Satisfaction Questionnaire 82

〈Table 6〉 Composition of Questionnaires after Exploring Gist Analysis of the Learners' Satisfaction Questionnaire (N＝152) 84

〈Table 7〉 Reliability Components of the Learners' Satisfaction Questionnaire 85

〈Table 8〉 KMO and Bartlett's test values for the Learners' Satisfaction Questionnaire 85

〈Table 9〉 Basic Information about the Study Population 92

〈Table 10〉 Descriptive Statistical Analysis Results of Each Variables of the Learners' Satisfaction Model 93

〈Table 11〉 Descriptive Statistical Analysis Results of Each Dimension of Learners' Satisfaction 94

〈Table 12〉 Gender Difference Analysis Results of Each Variable of Learners' Satisfaction Model 95

〈Table 13〉 Gender Differences in Each Dimension of Learners' Satisfaction 96

〈Table 14〉 Difference Analysis Results of Each Variable of Satisfaction Model in Grades 97

〈Table 15〉 Differential Analysis Results of Each Dimension of Learners' Satisfaction in Grades 98

〈Table 16〉 Correlation Analysis of the Learner's Expectation with Each Factor Scale of Learners' Satisfaction 99

〈Table 17〉 Correlation Analysis of the Learners' Perceived Quality with Each Factor Scale of Learners' Satisfaction 100

〈Table 18〉 Correlation Analysis of the Learners' Perceived Value with Each Factor Scale of Learners' Satisfaction 101

〈Table 19〉 Correlation Analysis of the Learners' Expectations, Learners' Perceived Quality, Learners' Perceived Value, and Learners' Satisfaction 102

〈Table 20〉 Learner's Expectation Regression Model table on Learner's Perceived Quality (N＝902) 102

〈Table 21〉 Summary of Regression Models for Learners' Expectations for Learners' Perceived Quality (N＝902) 103

〈Table 22〉 Learner's Expectation Regression Model Table on Learners' Perceived Value (N＝902) 104

〈Table 23〉 Summary of Regression Models for Learners' Expectation for Learners' Perceived Value (N＝902) 104

〈Table 24〉 Learners' Expectation Regression Model Table on Learners' Satisfaction(LS) (N＝902) 105

〈Table 25〉 Summary of Regression Models for Learners' Expectation for Learners' Satisfaction (N＝902) 105

〈Table 26〉 Learners' Perceived Quality Regression Model Table on Learners' Perceived Value (N＝902) 106

〈Table 27〉 Summary of Regression Models for Learners' Perceived Quality for Learners' Perceived Value (N＝902) 107

〈Table 28〉 Learner's Perceived Quality Regression Model Table on Learners' Satisfaction (N＝902) 107

〈Table 29〉 Summary of Regression Models for Learners' Perceived Quality for Learners' Satisfaction (N＝902) 108

〈Table 30〉 Learners' Perceived Value Regression Model Table on Learners' Satisfaction (N＝902) 109

〈Table 31〉 Summary of Regression Models for Learner's Perceived Value for Learners' Satisfaction (N＝902) 109

〈Table 32〉 Goodness-of-fit Test of Structural Equation Model 110

〈Table 33〉 Structural Equation Model Path Coefficient Results 113

〈Table 34〉 Mediation Test Summary 114

〈Table 35〉 Result of model correction 114

 학생은 대학의 주체이며, 학습자의 만족도 지수는 전문대학의 평가에 중요한 역할을 한다. 연구 문제는 학습자의 기대, 학습자의 지각된 품질, 학습자의 지각된 가치가 학습자의 만족도에 미치는 영향을 탐색하는 것있다. 본 연구의 목적은 고등전문대학의 유아교육전공 성악과정에 대한 학습자의 만족도 향상을 위한 합리적인 제안을 제시하는 것이다.

본 연구는 전문대학 성악과정을 대상으로 하며 학습자의 기대, 학습자의 지각의 품질, 학습자의 지각된 가치가 학습자의 만족도에 미치는 영향을 연구하였다. 중국 유아교육과 학생 902명을 연구 대상으로 조사를 진행하였다. SPSS 기술 통계, 독립 표본 t 검정, Pearson 상관 분석 및 회귀 분석, AMOS 내의 bootstrap 방법으로 매개 효과 검증을 진행하여 얻은 결과는 다음과 같다.

첫째, 학습자의 기대, 학습자의 지각된 가치, 학습자의 지각된 품질, 학습자의 만족도 남학생이 여학생보다 유의하게 높았다.

둘째, 학습자의 지각된 가치, 학습자의 지각된 품질, 학습자의 만족도는 3학년이 2학년보다 유의하게 높았다.

셋째, 학습자의 기대는 학습자의 지각된 품질, 학습자의 지각된 가치 및 학습자의 만족도에 상당한 영향을 미쳤다.

넷째, 학습자의 지각된 품질은 학습자의 지각된 가치와 학습자의 만족도에 상당한 영향을 미쳤다.

다섯째, 학습자의 지각된 가치는 학습자의 만족도에 상당한 영향을 미쳤다.

여섯째, 학습자의 지각된 가치는 학습자의 기대와 학습자의 만족도 사이의 중재자 역할을 했다. 학습자의 지각된 가치는 학습자의 지각된 품질과 학습자의 만족도 사이의 중재자 역할을 했다. 학습자의 지각된 품질은 학습자의 기대와 학습자의 만족도 사이의 매개체 역할을 했다.