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Objectives This study empirically examines the level of higher-order learning among college students admitted through two distinct admission types: College Scholastic Aptitude Test (CSAT)-based and School Record-based admissions. It also investigates the mediating effect of major satisfaction in this relationship. This study aims to discuss educational implications of admission types and provide policy suggestions. Methods Data from a survey conducted on students at H University in Seoul were analyzed. A total of 915 responses were analyzed. Regression analysis was conducted to explain the relationship between admission types and the level of higher-order learning. Additionally, the mediating effect of major satisfaction was examined. Results Students admitted through CSAT-based admissions showed a tendency towards lower level of higher-order learning compared to those admitted through School Record-based admissions. Further analysis revealed that the lower level of higher-order learning among students admitted through CSAT-based admissions may be attributed to lower major satisfaction. The mediating effect of major satisfaction was statistically significant. Conclusions Difference in the level of higher-order learning exists between college students admitted through CSAT-based and School Record-based admissions. This difference appears to be closely related to their major satisfaction. These findings suggest a need to refine discussions on admission systems from an educational perspective.
Cho et al. (Sat,) studied this question.