The Structural Relationship between the Satisfaction and Performance of University Students' Scholarship Program for Leadership Development, Self-directed Learning Attitudes, and University Life Adaptation

Objectives The purpose of this study is to find out the structural relationship between the satisfaction and performance of university students' scholarship program for leadership development, self-directed learning attitudes, and university life adaptation. Methods For this, 684 people who participated in the university students’ scholarship program for leadership development were analyzed using SPSS 23.0 and AMOS 25.0. The validity of the research variables was verified through exploratory factor analysis and confirmatory factor analysis, and the structural relationship was analyzed with a structural equation. Results The main findings are as follows. First, focusing on the university life adaptation, there was a statistically significant positive correlation between the satisfaction of scholarship program for leadership development and the sub-areas(University Hope Scholarship participation satisfaction, Samsung Dream Scholarship Foundation satisfaction), self-directed learning attitude and sub-areas(learning awareness, self directedness, time management, asking for help), performance and sub-areas(tendency attitude, university life, exam anxiety_reverse). The second measurement model was found to be suitable. The satisfaction of scholarship program for leadership development did not directly affect university life adaptation, but it completely mediated by influencing indirectly the path of “satisfaction of scholarship program for leadership development → self-directed learning attitude → performance of scholarship program for leadership development → university life adaptation.” Conclusions These findings ultimately revealed the influence of university students’ scholarship program for leadership development affecting university life adaptation by leading self-directed learning attitude and enabling the positive results. Therefore, I would like to suggest a way to further improve the effectiveness of this program. In addition, I would like to propose an activity program and educational recirculation system focusing on the competency necessary for university students after COVID-19.