The Parallel Dual Mediation Effects of Major Course Satisfaction and Academic Achievement on the the Relationship between Professor-Student Interaction and Institutional Commitment

This study examines the impact of professor-student interaction on students' institutional commitment and investigates the mediating effects of satisfaction with major classes and academic achievement. Data from 32,000 university students, collected in 2022 by the Korea Educational Development Institute (KEDI), were analyzed using SPSS 25.0 and PROCESS macro 4.2. The results reveal that professor-student interaction significantly and positively influences students' institutional commitment, with satisfaction with major classes and academic achievement serving as crucial mediating factors. Notably, the indirect effect of satisfaction with major classes is found to be stronger than that of academic achievement. These findings underscore the importance of enhancing the quality of major classes as a key strategy for strengthening students' institutional commitment and promoting their academic success. The study contributes to the understanding of the complex relationships between professor-student interaction, class satisfaction, academic achievement, and institutional commitment in higher education settings.