Analysis of the Moderating Effect of Double Major Completion on the Relationship Between Major Satisfaction and Academic Achievement

Objectives This study aimed to verify the moderating effect of double major completion on the relationship between major satisfaction and academic achievement according to whether students complete a double major, and to provide suggestions for effective institutional design for learners. Methods For this purpose, the responses of 5,470 graduates from four-year universities located in the Seoul metropolitan area (collected in 2019) were extracted from the “GOMS (Graduates Occupational Mobility Survey)” data of the Korea Employment Information Service. The collected data were analyzed using SPSS 29.0 for descriptive statistics, correlation analysis, and t-tests, and the moderating effect of double major completion was examined using Process macro V4.3 Model 1. Results First, there was a statistically significant positive (+) correlation among major satisfaction, academic achievement, and double major completion. Second, the group that completed a double major showed significantly higher levels of both major satisfaction and academic achievement compared to the group that did not. Third, in the relationship between major satisfaction and academic achievement, the presence of a double major demonstrated a significant moderating effect, indicating a stronger influence of major satisfaction on academic achievement for the double major group. Conclusions First, it is necessary to actively encourage double major completion and establish administrative and academic support systems to enhance learners’ engagement and performance. Second, expanding interdisciplinary fusion education programs is recommended to maximize the synergy effect of double majors. Third, specific measures to increase satisfaction in the double major process should be sought. Fourth, a shift in the perception of double majors—from a mere “employment strategy” to an educational mechanism for intellectual growth—is required.