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. © 2020, Education Research Institute, Seoul National University, Seoul, Korea.
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