This study analyzed the longitudinal relationships between undergraduate students’ competencies and educational satisfaction according to academic disciplines. The data of 254 undergraduate students in one typical university (AA University in Gyeong-gi Province, South Korea) were used. Those students had responded repeatedly to both competencies and educational satisfaction scales during all three consecutive years (2015–2017). The three-point longitudinal data were analyzed with Autoregressive Cross-lagged Model (ACM). The findings showed that undergraduate students’ competencies and educational satisfaction positively affected their following year competencies. Students’ educational satisfaction also positively affected their following year satisfaction. However, students’ competencies negatively affected, in general, their following year satisfaction. There were also some differences in those relationships according to the academic disciplines. Based on these findings, the need for tailored teaching and learning strategies for undergraduate education according to academic disciplines was discussed.

本研究根据学科领域分析了本科生能力与教育满意度之间的纵向关系。使用一所典型大学（韩国京畿道的AA大学）中254名本科生的数据。在连续三年（2015-2017年）中，这些学生对能力和教育满意度量表均做出了多次回应。使用自回归交叉滞后模型（ACM）分析三点纵向数据。调查结果表明，本科生的能力和教育满意度对他们次年的能力产生了积极影响。学生的教育满意度也对他们的第二年满意度产生积极影响。但是，一般来说，学生的能力受到负面影响 他们第二年的满意度。根据学术学科，这些关系也存在一些差异。基于这些发现，讨论了根据学科对量身定制的本科教育教学策略的需求。