The role of religiosity, coping strategies, self-efficacy and personality dimensions in the prediction of Iranian undergraduate rehabilitation interns' satisfaction with their clinical experience.

PubMed

Mirsaleh, Y R; Rezai, H; Kivi, S R; Ghorbani, R

2010-12-01

to investigate the relationship between religiosity, coping styles, self-efficacy and personality dimensions as predictors of satisfaction with clinical experience in rehabilitation interns during transition from academic study to clinical internship. a cross-sectional survey design. five rehabilitation faculties. three hundred and eighteen undergraduate rehabilitation interns, including physical therapy, occupational therapy and speech and language pathology students. Islamic Religiosity Scale, Ways of Coping Questionnaire, General Self-efficacy Scale, NEO Five Factor Inventory, and Satisfaction with Clinical Experiences Questionnaire. religiosity, problem-focused coping and general self-efficacy had significant positive correlation with satisfaction with clinical internship in rehabilitation students. Among personality dimensions, openness, agreement and consciousness had significant positive correlation with satisfaction with clinical experience and neuroticism had significant negative correlation with satisfaction with clinical experience. The results of regression analysis demonstrated that religiosity and self-efficacy had important roles in the prediction of satisfaction with clinical experience in all the rehabilitation intern students of three disciplines (physical therapy, occupational therapy, and speech and language pathology). religiosity, problem-focused coping and general self-efficacy seem to be good predictors of satisfaction with clinical internship in rehabilitation students.

Purpose, Mood, and Pleasure in Predicting Satisfaction Judgments

ERIC Educational Resources Information Center

Diener, Ed; Fujita, Frank; Tay, Louis; Biswas-Diener, Robert

2012-01-01

We examined the extent to which satisfaction with life, with one's self, and with one's day are predicted by pleasure, purpose in life, interest, and mood. In a sample of 222 college students we found that both satisfaction with life and self-esteem were best predicted by positive feelings and an absence of negative feelings, as well as purpose in…

Factors Affecting M-Learners' Course Satisfaction and Learning Persistence

ERIC Educational Resources Information Center

Joo, Young Ju; Joung, Sunyoung; Lim, Eugene; Kim, Hae Jin

2014-01-01

This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and…

Predictors of student satisfaction in distance-delivered graduate nursing courses: what matters most?

PubMed

Debourgh, Gregory A

2003-01-01

This article describes a study designed to investigate graduate nursing students' satisfaction with a course taught via interactive video teleconferencing (IVT) and the World Wide Web/Internet (WWW/INT). A correlational research design examined the relationships among 5 learner attributes and 3 instructional variables and student satisfaction. Regression analyses identified learner attributes and instructional variables predictive of student satisfaction. Forty-three graduate nurse students were surveyed using a 59-item Student Satisfaction Survey (SSS). Learner attribute predictors included: (1) previous technology courses, (2) technology competence, (3) between-class technology usage, (4) age, and (5) remote-site group size. Instructional predictors were clustered into 3 dimensions: instructor/instruction, technology, and course management. Student satisfaction was a composite of overall satisfaction with the course and comparison with conventional classroom courses. Instructor/instruction explained 21 percent of the variance in course satisfaction scores. Overall instructor rating strongly correlated with satisfaction. The most potent finding was that good pedagogy is important to students' perceived satisfaction with distance education. Students acclimate to the instructional reality-traditional, campus-based face-to-face instruction, or technology-mediated distance education-and once accustomed, it is the quality and effectiveness of instructor and instruction, not the technology, that is associated with satisfaction. The findings of this study provide essential information to faculty responsible for the design and delivery of effective instruction and to students pursuing flexible and convenient options for advanced education.

Predicting Burnout and Career Choice Satisfaction in Counseling Psychology Graduate Students

ERIC Educational Resources Information Center

Clark, Heddy Kovach; Murdock, Nancy L.; Koetting, Kristin

2009-01-01

Counseling psychology doctoral students (N = 284) from 53 training programs throughout the United States anonymously completed online measures of burnout, career choice satisfaction, global stress, role conflict, social support (from family/friends, advisors, other students) and psychological sense of community (SOC) in the doctoral program. Two…

The Effects of Attachment and Acculturation on Latino College Students' Relationship Satisfaction with a Close Friend

ERIC Educational Resources Information Center

Rodriguez, Adrian; Ratanasiripong, Paul; Hayashino, Diane; Locks, Angela

2014-01-01

This study explored the effects of attachment and acculturation on relationship satisfaction for Latino college students in their current close friendships. Results indicated that attachment but not acculturation predicts relationship satisfaction. Women were more satisfied than men with friends of the same and opposite sex. High-quality close…

Psychological factors related to physical education classes as predictors of students' intention to partake in leisure-time physical activity.

PubMed

Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Ponce-de-León-Elizondo, Ana; Sanz-Arazuri, Eva; Valdemoros-San-Emeterio, María de Los Ángeles; Martínez-Molina, Marina

2016-04-01

In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.

Psychological Capital and Performance among Undergraduate Students: The Role of Meaning-Focused Coping and Satisfaction

ERIC Educational Resources Information Center

Ortega-Maldonado, Alberto; Salanova, Marisa

2018-01-01

This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n = 682) college students from 29 different academic programmes completed an academic well-being survey, which included measures of PsyCap, coping…

Do Student Evaluations of University Reflect Inaccurate Beliefs or Actual Experience? A Relative Rank Model

PubMed Central

Brown, Gordon D A; Wood, Alex M; Ogden, Ruth S; Maltby, John

2015-01-01

It was shown that student satisfaction ratings are influenced by context in ways that have important theoretical and practical implications. Using questions from the UK's National Student Survey, the study examined whether and how students' expressed satisfaction with issues such as feedback promptness and instructor enthusiasm depends on the context of comparison (such as possibly inaccurate beliefs about the feedback promptness or enthusiasm experienced at other universities) that is evoked. Experiment 1 found strong effects of experimentally provided comparison context—for example, satisfaction with a given feedback time depended on the time's relative position within a context. Experiment 2 used a novel distribution-elicitation methodology to determine the prior beliefs of individual students about what happens in universities other than their own. It found that these beliefs vary widely and that students' satisfaction was predicted by how they believed their experience ranked within the distribution of others' experiences. A third study found that relative judgement principles also predicted students' intention to complain. An extended model was developed to show that purely rank-based principles of judgement can account for findings previously attributed to range effects. It was concluded that satisfaction ratings and quality of provision are different quantities, particularly when the implicit context of comparison includes beliefs about provision at other universities. Quality and satisfaction should be assessed separately, with objective measures (such as actual times to feedback), rather than subjective ratings (such as satisfaction with feedback promptness), being used to measure quality wherever practicable. © 2014 The Authors. Journal of Behavioral Decision Making published by John Wiley & Sons Ltd. PMID:25620847

Self-reported assistive technology outcomes and personal characteristics in college students with less-apparent disabilities.

PubMed

Malcolm, Matt P; Roll, Marla C

2017-11-20

The impact of assistive technology (AT) services for college students with less-apparent disabilities is under-reported. Using the Canadian Occupational Performance Measure (COPM), we assessed student Performance and Satisfaction ratings of common academic tasks at the start and end of a semester during which 105 student-clients with less-apparent disabilities received AT services. We examined if COPM scores related to personal characteristics of gender, class-level (e.g., Sophomore), and STEM education; if personal characteristics predicted a student's follow-through with an AT service referral (n=231); and if personal characteristics and initial COPM scores predicted dropout from AT services (n=187). COPM ratings significantly increased in all academic tasks (p<.001). Gender predicted initial Satisfaction (male ratings > female ratings; p=.01), and Performance changes (females were more likely to have a service-meaningful change; p=.02). Higher class-level predicted better follow-through with a referral for AT services (p=.006). Increasing class-level (p=.05) and higher initial studying (p<.006) and reading (p<.029) ratings predicted a lower likelihood for dropout. These findings demonstrate that college students with less-apparent disabilities experience substantial improvements in their self-ratings of academic performance and satisfaction following AT services. Gender, class-level, and initial self-perceived reading and studying abilities may influence if and how the student participates with AT services.

Factors Determining Students' Global Satisfaction with Clerkships: An Analysis of a Two Year Students' Ratings Database

ERIC Educational Resources Information Center

Durak, Halil Ibrahim; Vatansever, Kevser; van Dalen, Jan; van der Vleuten, Cees

2008-01-01

Clerkships would benefit from teachers' improved understanding of the didactic aspects of their task. The purpose of this study is to identify factors that determine the teaching quality of clerkships and to examine the predictive value of these factors for students' global satisfaction. Thus, results would be further reflected to clinical…

Effects of life satisfaction and psychache on risk for suicidal behaviour: a cross-sectional study based on data from Chinese undergraduates

PubMed Central

You, Zhiqi; Song, Juanjuan; Wu, Caizhi; Qin, Ping; Zhou, Zongkui

2014-01-01

Objectives To examine predictive power of psychache and life satisfaction on risks for suicidal ideation and suicide attempt among young people. Design A cross-sectional study. Setting Data were collected from an online survey in Wuhan, China. Participants 5988 university students from six universities were selected by a stratified cluster sampling method. Primary and secondary outcome measures Suicidal ideation and suicide attempt at some point of the students’ lifetime were the outcomes of interest. Results Students with suicidal ideation or attempted suicide reported a lower level of life satisfaction and high degree of psychache than counterparts without suicidal ideation or attempt. Regression analyses indicated that life satisfaction and psychache were significantly associated with the risk of suicidal ideation and the risk of suicidal attempt. Though psychache showed a relatively stronger predictive power than life satisfaction, the effect of the two factors remained significant when they were individually adjusted for personal demographic characteristics. However, when the two factors were included in the model simultaneously to adjust for each other, psychache could fully explain the association between life satisfaction and suicidal attempt. Life satisfaction remained to contribute unique variance in the statistical prediction of suicidal ideation. Conclusions Psychache and life satisfaction both have a significant predictive power on risk for suicidal behaviour, and life satisfaction could relieve the predictive power of psychache when suicidal behaviour is just starting. Shneidman's theory that psychache is the pre-eminent psychological cause of suicide is perhaps applicable only to a more serious form of suicidal behaviour. PMID:24657883

A Review of Predictive Factors of Student Success in and Satisfaction with Online Learning

ERIC Educational Resources Information Center

Kauffman, Heather

2015-01-01

Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined…

Beyond Host Language Proficiency: Coping Resources Predicting International Students' Satisfaction

ERIC Educational Resources Information Center

Mak, Anita S.; Bodycott, Peter; Ramburuth, Prem

2015-01-01

As international students navigate in a foreign educational environment, having higher levels of coping or stress-resistance resources--both internal and external--could be related to increased satisfaction with personal and university life. The internal coping resources examined in this study were host language proficiency, self-esteem,…

Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students' Program Satisfaction

ERIC Educational Resources Information Center

Yang, Qinghua; Orrego Dunleavy, Victoria; Phillips, Jasmine Rene

2016-01-01

This study examined how mentoring initiation and maintenance strategies mediate the relationship between acculturative stress and intercultural communication competence on Chinese graduate students' program satisfaction. Results supported a partial mediation effect for mentoring maintenance strategies. By specifying the mediating effect, the model…

Career-Technical Students in Baccalaureate Programs: Predictors of the Intent to Persist and Satisfaction with Educational Pathways

ERIC Educational Resources Information Center

Uranis, Julie

2015-01-01

This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and…

Predicting the Satisfaction and Loyalty of Adjunct Faculty

ERIC Educational Resources Information Center

Hoyt, Jeff E.

2012-01-01

Satisfaction with the quality of students, autonomy, faculty support, honorarium, and preference for teaching were significant predictors of adjunct faculty loyalty. With the exception of autonomy, these factors along with a heavy teaching load, collaborative research with full-time faculty, and satisfaction with teaching schedule were predictive…

Validation of a "Spurning Scale" for Teachers: The Chinese Sample.

ERIC Educational Resources Information Center

Cheuk, Wai H.; Wong, Kwok S.; Rosen, Sidney

2002-01-01

Chinese teachers in high-achieving (n=103) and low-achieving (n=77) schools completed measures of job satisfaction, intention to quit, and spurning (student rejection of teacher help). Teachers of lower achievers were spurned more often. For both groups, spurning predicted job satisfaction but not likelihood of quitting and also predicted stress…

Inclusion of College Community in the Self: A Longitudinal Study of the Role of Self-Expansion in Students' Satisfaction

ERIC Educational Resources Information Center

Branand, Brittany; Mashek, Debra; Wray-Lake, Laura; Coffey, John K.

2015-01-01

Consistent with predictions derived from the self-expansion model, this 3-year longitudinal study found that participation in more college groups during sophomore year predicted increases in inclusion of the college community in the self at the end of junior year, which further predicted increases in satisfaction with the college experience at the…

Psychosocial Factors Predicting First-Year College Student Success

ERIC Educational Resources Information Center

Krumrei-Mancuso, Elizabeth J.; Newton, Fred B.; Kim, Eunhee; Wilcox, Dan

2013-01-01

This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester…

Can Learning Style Predict Student Satisfaction with Different Instruction Methods and Academic Achievement in Medical Education?

ERIC Educational Resources Information Center

Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-01-01

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods…

Fitting in and feeling good: the relationships among peer alignment, instructor connectedness, and self-efficacy in undergraduate satisfaction with engineering

NASA Astrophysics Data System (ADS)

Micari, Marina; Pazos, Pilar

2016-07-01

This study examined the relationships among peer alignment (the feeling that one is similar in important ways to one's engineering peers), instructor connectedness (the sense that one knows and looks up to academic staff/faculty members in the department), self-efficacy for engineering class work (confidence in one's ability to successfully complete engineering class work), and engineering students' satisfaction with the major. A total of 135 sophomore (second-year university students) and junior (third-year students) engineering students were surveyed to measure these three variables. A multiple regression analysis showed that self-efficacy, peer alignment, and instructor connectedness predicted student satisfaction with the major, and that self-efficacy acted as a mediator between both peer alignment and instructor connectedness on the one hand, and satisfaction on the other. The authors offer suggestions for practice based on the results.

[Study on the relationship among lifestyle, self-esteem and life satisfaction in Chinese adolescents].

PubMed

Li, Xiao-miao; Zhang, Fang-fang; Sun, Xin-ying; Gao, Wen-bin

2010-06-18

To explore the relationship between lifestyle, self-esteem and life satisfaction among Chinese adolescents. 10 899 adolescents in middle schools and colleges from 9 provinces in China were investigated by using Chinese Adolescent Lifestyle Scale (CALS), Rosenberg Self-Esteem Scale (SES). The distribution of adolescents in the four groups divided by lifestyle and life satisfaction scores were different regarding the area and grade of these students(chi(2)=248.93, P<0.01;chi(2)=568.53, P<0.01). A high percentage of adolescents in cities (58.9%) reported a healthy life style with high life satisfaction while most adolescents in rural areas (58.9%) reported poor life styles with little satisfaction. A high percentage of junior high school students (61.8%) reported a healthy life style with high life satisfaction, but this percentage among senior high school and college students was down to 48.5% and 21.3% respectively. About 7.6% of senior high school students reported a healthy life style but poor satisfaction, a little higher than that of junior high school students (4.1%) and college students (3.6%). Moreover, there were 71.6% college students reported that they lead a poor life style with little satisfaction. The lifestyle is significantly correlated with self-esteem (r=0.472, P<0.01) and life satisfaction(r=0.636, P<0.01), and self-esteem is also significantly correlated with life satisfaction (r=0.450, P<0.01). self-esteem was the mediator of the other two parameters. The lifestyle predicts life satisfaction through self-esteem. Area and grade differences have to be taken into consideration when introducing programs on health promotion, and attention should be attached to the influence of psychological factors.

The Best Years of Our Lives? Coping with Stress Predicts School Grades, Life Satisfaction, and Feelings about High School

ERIC Educational Resources Information Center

MacCann, Carolyn; Lipnevich, Anastasiya A.; Burrus, Jeremy; Roberts, Richard D.

2012-01-01

This study examines whether problem-focused, emotion-focused, and avoidant coping strategies predict key outcomes in a sample of 354 high school students. The four outcomes considered are: academic achievement, life satisfaction, positive feelings towards school, and negative feelings towards school. Results demonstrate that coping incrementally…

Can self-esteem protect against the deleterious consequences of self-objectification for mood and body satisfaction in physically active female university students?

PubMed

Thøgersen-Ntoumani, Cecilie; Ntoumanis, Nikos; Cumming, Jennifer; Bartholomew, Kimberley J; Pearce, Gemma

2011-04-01

Using objectification theory (Fredrickson & Roberts, 1997), this study tested the interaction between self-objectification, appearance evaluation, and self-esteem in predicting body satisfaction and mood states. Participants (N = 93) were physically active female university students. State self-objectification was manipulated by participants wearing tight revealing exercise attire (experimental condition) or baggy exercise clothes (control condition). Significant interactions emerged predicting depression, anger, fatness, and satisfaction with body shape and size. For participants in the self-objectification condition who had low (as opposed to high) appearance evaluation, low self-esteem was associated with high depression, anger, and fatness and low satisfaction with body shape and size. In contrast, for participants with high self-esteem, these mood and body satisfaction states were more favorable irrespective of their levels of appearance evaluation. For female exercisers, self-esteem-enhancing strategies may protect against some of the negative outcomes of self-objectification.

Mexican Americans in Higher Education: Cultural Adaptation and Marginalization as Predictors of College Persistence Intentions and Life Satisfaction

ERIC Educational Resources Information Center

Ojeda, Lizette; Castillo, Linda G.; Rosales Meza, Rocío; Piña-Watson, Brandy

2014-01-01

This study examined how college persistence intentions and life satisfaction influenced by acculturation, enculturation, White marginalization, and Mexican American marginalization among 515 Mexican American college students. The utility of a path analysis model was supported. Enculturation positively predicted persistence and life satisfaction.…

Predictors of Academic Procrastination and University Life Satisfaction among Turkish Sport Schools Students

ERIC Educational Resources Information Center

Ocal, Kubilay

2016-01-01

The purpose of this study was to examine the role of burnout, academic self-efficacy and academic success in predicting procrastination and university life satisfaction among sports schools students. The study sample comprised of 224 participants aged from 18 to 30 years with a mean age of 21.71 (SD = 1.94) who were attending various departments…

THE MEDIATING ROLE OF SOCIAL SAFENESS ON THE RELATIONSHIP BETWEEN Facebook(®) USE AND LIFE SATISFACTION.

PubMed

Akin, Ahmet; Akin, Umran

2015-10-01

The present study examined the mediating role of social safeness on the relationship between Facebook(®) use and life satisfaction. The participants were 370 university students (M age = 20.2 yr., SD = 1.0) who completed a questionnaire package that included the Bergen Facebook(®) Addiction Scale, the Social Safeness and Pleasure Scale, and the Life Satisfaction Scale. According to the results, social safeness and life satisfaction were predicted negatively by Facebook(®) use. On the other hand, life satisfaction was predicted positively by social safeness. In addition, social safeness mediated on the relationship between Facebook(®) use and life satisfaction. The results were discussed in the light of the related literature.

Students-as-Customers' Satisfaction, Predictive Retention with Marketing Implications: The Case of Malaysian Higher Education Business Students

ERIC Educational Resources Information Center

Carter, Stephen; Yeo, Amy Chu-May

2016-01-01

Purpose: The purpose of this paper is to investigate two areas of interest: first, to determine business student customer satisfiers that could be contributors to students' current and predicted retention in a higher educational institution (HEI) and second, to use these satisfiers to inform HEI marketing planning. Design/Methodology/Approach: The…

Predictive Role of Grit and Basic Psychological Needs Satisfaction on Subjective Well-Being for Young Adults

ERIC Educational Resources Information Center

Akbag, Müge; Ümmet, Durmus

2017-01-01

In this research, it is aimed to investigate the predictive role of grit as a personality trait and basic psychological needs satisfaction on subjective well-being among young adults. Participants of this research are 348 voluntary young adults who are final year undergraduate students in the government universities of Istanbul city, Turkey, as…

The Role of Socio-Cognitive Variables in Predicting Learning Satisfaction in Smart Schools

ERIC Educational Resources Information Center

Firoozi, Mohammad Reza; Kazemi, Ali; Jokar, Maryam

2017-01-01

The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school…

The Relationship between Stress, Coping Style, and Academic Satisfaction: A Quantitative Study

ERIC Educational Resources Information Center

Hodge-Windover, Sheila T.

2017-01-01

College students experience a great deal of stress, which is associated with poor health and poor levels of academic satisfaction which can lead to low retention. The purpose of this quantitative correlational study was to investigate how stress and coping style predict academic satisfaction and understand how and if coping style moderates the…

Comparative study of goal contents and goal characteristics between medical and business students.

PubMed

Park, Soowon; Kim, Ji Eun; Lee, Jun-Young; Shin, Jongho

2016-03-01

Medical and business are one of the most popular majors among students, and both fields require intensive training to reach certain level of expertise. During the development of professionalism, goal can become a crucial role in psychological impetus. The purpose of this study is to compare goal contents, goal characteristics, and effect of goal characteristics on student's major satisfaction between medical and business. A total of 193 undergraduate students (97 medical students, 96 business students) answered survey questions including goal contents, goal characteristics (goal autonomy, goal attainability, social value of goal) and satisfaction on their majors. Qualitative analysis of goal contents and quantitative analysis of goal characteristics, and their effects on student major satisfaction were performed. Goal content analysis showed percentage of social concern goal was higher in medical students (25.8%) than business students (6.3%), whereas percentage of wealth goal was higher business students (24.0%) than medical students (3.1%). Among goal characteristics, goal attainability and social value of goal were higher in medical students than business students. In both groups, social value of goal was significantly predict major satisfaction. Goal contents and goal characteristics are different between medical and business students. Curriculum and educational interventions that concerning students' goal and developing programs to enhance students' social value of goal is necessary.

Alcohol-related problems and life satisfaction predict motivation to change among mandated college students.

PubMed

Diulio, Andrea R; Cero, Ian; Witte, Tracy K; Correia, Christopher J

2014-04-01

The present study investigated the role specific types of alcohol-related problems and life satisfaction play in predicting motivation to change alcohol use. Participants were 548 college students mandated to complete a brief intervention following an alcohol-related policy violation. Using hierarchical multiple regression, we tested for the presence of interaction and quadratic effects on baseline data collected prior to the intervention. A significant interaction indicated that the relationship between a respondent's personal consequences and his/her motivation to change differs depending upon the level of concurrent social consequences. Additionally quadratic effects for abuse/dependence symptoms and life satisfaction were found. The quadratic probes suggest that abuse/dependence symptoms and poor life satisfaction are both positively associated with motivation to change for a majority of the sample; however, the nature of these relationships changes for participants with more extreme scores. Results support the utility of using a multidimensional measure of alcohol related problems and assessing non-linear relationships when assessing predictors of motivation to change. The results also suggest that the best strategies for increasing motivation may vary depending on the types of alcohol-related problems and level of life satisfaction the student is experiencing and highlight potential directions for future research. Copyright © 2014. Published by Elsevier Ltd.

A 10-year case study on the changing determinants of university student satisfaction in the UK.

PubMed

Burgess, Adrian; Senior, Carl; Moores, Elisabeth

2018-01-01

Higher Education (HE), once the prerogative of a tiny elite, is now accessible to larger numbers of people around the world than ever before yet despite the fact that an understanding of student satisfaction has never been more important for today's universities, the concept remains poorly understood. Here we use published data from the UK's National Student Survey (NSS), representing data from 2.3 million full-time students collected from 2007 to 2016, as a case study of the benefits and limitations of measuring student satisfaction that might have applicability for other countries, particularly those that, like the UK, have experienced significant growth in student numbers. The analyses showed that the factor structure of the NSS remained generally stable and that the ability of the NSS to discriminate between different subjects at different universities actually improved over the ten-year sample period. The best predictors of overall satisfaction were 'Teaching Quality' and 'Organisation & Management', with 'Assessment & Feedback' having relatively weak predictive ability, despite the sector's tangible efforts to improve on this metric. The tripling of student fees in 2012 for English students (but not the rest of the UK) was used as a 'natural experiment' to investigate the sensitivity of student satisfaction ratings to the real economic costs of HE. The tuition fee increase had no identifiable negative effect, with student satisfaction steadily improving throughout the decade. Although the NSS was never designed to measure perceived value-for-money, its insensitivity to major changes in the economic costs of HE to the individual suggest that the conventional concept of student satisfaction is incomplete. As such we propose that the concept of student satisfaction: (i) needs to be widened to take into account the broader economic benefits to the individual student by including measures of perceived value-for-money and (ii) should measure students' level of satisfaction in the years post-graduation, by which time they may have a greater appreciation of the value of their degree in the workplace.

The Role of Basic Needs Fulfillment in Prediction of Subjective Well-Being among University Students

ERIC Educational Resources Information Center

Turkdogan, Turgut; Duru, Erdinc

2012-01-01

The aim of this study is to examine the role of fulfillment level of university students' basic needs in predicting the level of their subjective well being. The participants were 627 students (56% female, 44% male) attending different faculties of Pamukkale University. In this study, subjective well being was measured with Life Satisfaction Scale…

A 10-year case study on the changing determinants of university student satisfaction in the UK

PubMed Central

Burgess, Adrian; Senior, Carl; Moores, Elisabeth

2018-01-01

Higher Education (HE), once the prerogative of a tiny elite, is now accessible to larger numbers of people around the world than ever before yet despite the fact that an understanding of student satisfaction has never been more important for today’s universities, the concept remains poorly understood. Here we use published data from the UK’s National Student Survey (NSS), representing data from 2.3 million full-time students collected from 2007 to 2016, as a case study of the benefits and limitations of measuring student satisfaction that might have applicability for other countries, particularly those that, like the UK, have experienced significant growth in student numbers. The analyses showed that the factor structure of the NSS remained generally stable and that the ability of the NSS to discriminate between different subjects at different universities actually improved over the ten-year sample period. The best predictors of overall satisfaction were ‘Teaching Quality’ and ‘Organisation & Management’, with ‘Assessment & Feedback’ having relatively weak predictive ability, despite the sector’s tangible efforts to improve on this metric. The tripling of student fees in 2012 for English students (but not the rest of the UK) was used as a ‘natural experiment’ to investigate the sensitivity of student satisfaction ratings to the real economic costs of HE. The tuition fee increase had no identifiable negative effect, with student satisfaction steadily improving throughout the decade. Although the NSS was never designed to measure perceived value-for-money, its insensitivity to major changes in the economic costs of HE to the individual suggest that the conventional concept of student satisfaction is incomplete. As such we propose that the concept of student satisfaction: (i) needs to be widened to take into account the broader economic benefits to the individual student by including measures of perceived value-for-money and (ii) should measure students’ level of satisfaction in the years post-graduation, by which time they may have a greater appreciation of the value of their degree in the workplace. PMID:29474452

Variables That Can Affect Student Ratings of Their Professors

ERIC Educational Resources Information Center

Gotlieb, Jerry

2013-01-01

Attribution theory was applied to help predict the results of an experiment that examined the effects of three independent variables on students' ratings of their professors. The dependent variables were students' perceptions of whether the professor caused the students' grades and student satisfaction with their professor. The results suggest…

Persistence of College Students in the South Korean Academic Credit Bank System

ERIC Educational Resources Information Center

Kim, Yughi; Yun, Kyongsuk

2017-01-01

This chapter describes the role of career decision-making self-efficacy, academic satisfaction, and institutional support in predicting Korean students' intent to persist in the Academic Credit Bank System.

Can we rely on simulated patients' satisfaction with their consultation for assessing medical students' communication skills? A cross-sectional study.

PubMed

Gude, T; Grimstad, H; Holen, A; Anvik, T; Baerheim, A; Fasmer, O B; Hjortdahl, P; Vaglum, P

2015-12-18

In medical education, teaching methods offering intensive practice without high utilization of faculty resources are needed. We investigated whether simulated patients' (SPs') satisfaction with a consultation could predict professional observers' assessment of young doctors' communication skills. This was a comparative cross-sectional study of 62 videotaped consultations in a general practice setting with young doctors who were finishing their internship. The SPs played a female patient who had observed blood when using the toilet, which had prompted a fear of cancer. Immediately afterwards, the SP rated her level of satisfaction with the consultation, and the scores were dichotomized into satisfaction or dissatisfaction. Professional observers viewed the videotapes and assessed the doctors' communication skills using the Arizona Communication Interview Rating Scale (ACIR). Their ratings of communication skills were dichotomized into acceptable versus unacceptable levels of competence. The SPs' satisfaction showed a predictive power of 0.74 for the observers' assessment of the young doctors and whether they reached an acceptable level of communication skills. The SPs' dissatisfaction had a predictive power of 0.71 for the observers' assessment of an unacceptable communication level. The two assessment methods differed in 26% of the consultations. When SPs felt relief about their cancer concern after the consultation, they assessed the doctors' skills as satisfactory independent of the observers' assessment. Accordance between the dichotomized SPs' satisfaction score and communication skills assessed by observers (using the ACIR) was in the acceptable range. These findings suggest that SPs' satisfaction scores may provide a reliable source for assessing communication skills in educational programs for medical trainees (students and young doctors). Awareness of the patient's concerns seems to be of vital importance to patient satisfaction.

Changes in quality of life and psychological need satisfaction following the transition to secondary school.

PubMed

Gillison, Fiona; Standage, Martyn; Skevington, Suzanne

2008-03-01

Quality of life (QoL) is an important area for research during adolescence, due to its associations with (1) physical and mental health and (2) the emergence of health risk behaviours. A time that poses a particular threat to QoL is the transition from primary to secondary school. This study aimed to investigate changes in QoL immediately following the transition to secondary school. Using Self-Determination Theory (SDT) as a conceptual foundation, the relationship between QoL and satisfaction of the three basic psychological needs advanced by SDT (autonomy, competence and relatedness) was explored. The sample comprised 63 Year 7 students (age 11-12 years) attending a UK coeducational secondary school. Data were collected using self-report questionnaires on three occasions over 10 weeks, starting on the second week of term. Change in need satisfaction was used to predict change in QoL, and the possible reciprocal relationship explored using regression analysis. A meaningful improvement in QoL was recorded for 21% of students. Improvements in QoL were predicted by satisfaction of the needs for autonomy and relatedness, but not by competence, explaining 36% of the variance. QoL showed a weaker, but reciprocal effect on need satisfaction. The findings suggest that support for the needs for autonomy and relatedness would provide the most likely route to the enhancement of student QoL over the transition to senior school.

Religiosity, Religious Acceptance, Social Interaction, and Satisfaction with University Experience

ERIC Educational Resources Information Center

Mohebpour, Ida; Reysen, Stephen; Gibson, Shonda; Hendricks, LaVelle

2017-01-01

We tested a mediated moderation model with the interaction of students' degree of religiosity and perception of the university environment as accepting of one's religion predicting satisfaction with the university mediated by positive social relations. When the university was perceived as accepting of one's religion (vs less accepting), greater…

Comparative study of goal contents and goal characteristics between medical and business students

PubMed Central

Park, Soowon; Kim, Ji Eun; Lee, Jun-Young; Shin, Jongho

2016-01-01

Purpose: Medical and business are one of the most popular majors among students, and both fields require intensive training to reach certain level of expertise. During the development of professionalism, goal can become a crucial role in psychological impetus. The purpose of this study is to compare goal contents, goal characteristics, and effect of goal characteristics on student’s major satisfaction between medical and business. Methods: A total of 193 undergraduate students (97 medical students, 96 business students) answered survey questions including goal contents, goal characteristics (goal autonomy, goal attainability, social value of goal) and satisfaction on their majors. Qualitative analysis of goal contents and quantitative analysis of goal characteristics, and their effects on student major satisfaction were performed. Results: Goal content analysis showed percentage of social concern goal was higher in medical students (25.8%) than business students (6.3%), whereas percentage of wealth goal was higher business students (24.0%) than medical students (3.1%). Among goal characteristics, goal attainability and social value of goal were higher in medical students than business students. In both groups, social value of goal was significantly predict major satisfaction. Conclusion: Goal contents and goal characteristics are different between medical and business students. Curriculum and educational interventions that concerning students’ goal and developing programs to enhance students’ social value of goal is necessary. PMID:26838564

Body Image Satisfaction as a Physical Activity Indicator in University Students.

PubMed

Ramos-Jiménez, Arnulfo; Hernández-Torres, Rosa P; Urquidez-Romero, René; Wall-Medrano, Abraham; Villalobos-Molina, Rafael

2017-09-01

We examined the association of body image satisfaction (BIS) with physical activity (PA) in university athletes and non-athletes from northern Mexico. In a non-probability cross-sectional study, 294 participants (51% male, 41% athletes; 18-35 years old) completed 2 self-administered questionnaires to evaluate BIS and PA. We categorized somatotypes (endomorphy-mesomorphy-ectomorphy) by international standardized anthropometry. Data analysis included the Mann-Whitney U test, χ2test, Kendall's Tau-b correlation, binary logistic regression analysis, and receiver operating characteristic (ROC) curves. Self-perceived sports abilities and desirable body shape predicted 30% of sports participation in students, whereas an endomorphic shape (<5.4 units) and being male predicted 15.4% of sports participation. BIS was a reliable indicator of sports participation among these university students.

The motivating role of positive feedback in sport and physical education: evidence for a motivational model.

PubMed

Mouratidis, Athanasios; Vansteenkiste, Maarten; Lens, Willy; Sideridis, Georgios

2008-04-01

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas a motivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

Happy classes make happy students: Classmates' well-being predicts individual student well-being.

PubMed

King, Ronnel B; Datu, Jesus Alfonso

2017-12-01

Student well-being has mostly been studied as an individual phenomenon with little research investigating how the well-being of one's classmates could influence a student's well-being. The aim of the current study was to examine how the aggregate well-being of students who comprise a class could predict students' subsequent well-being (Time 2 well-being) after controlling for the effects of prior well-being (Time 1 well-being) as well as key demographic variables such as gender and age. Two studies among Filipino secondary school students were conducted. In Study 1, 788 students from 21 classes participated; in Study 2, 404 students from 10 classes participated. For Study 1, questionnaires assessing students' life satisfaction, positive affect and negative affect were administered twice seven months apart. For Study 2, the well-being questionnaires were administered twice, three months apart. Hierarchical linear modeling was used with level 1 (Time 1 individual well-being, gender, and age) and level 2 (class well-being) predictors. Results across the two studies provided converging lines of evidence: students who were in classes with higher levels of life satisfaction and positive affect were also more likely to have higher life satisfaction and positive affect at Time 2. The study indicated that the well-being of a student partly depends on the well-being of their classmates providing evidence for the social contagion of well-being in the classroom context. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

How Online Basic Psychological Need Satisfaction Influences Self-Disclosure Online among Chinese Adolescents: Moderated Mediation Effect of Exhibitionism and Narcissism.

PubMed

Liu, Ying; Liu, Ru-De; Ding, Yi; Wang, Jia; Zhen, Rui; Xu, Le

2016-01-01

Under the basic framework of self-determination theory, the present study examined a moderated mediation model in which exhibitionism mediated the relationship between online basic psychological need satisfaction and self-disclosure on the mobile Internet, and this mediation effect was moderated by narcissism. A total of 296 Chinese middle school students participated in this research. The results revealed that exhibitionism fully mediated the association between online competence need satisfaction and self-disclosure on the mobile net, and partly mediated the association between online relatedness need satisfaction and self-disclosure on the mobile net. The mediating path from online basic psychological need satisfaction (competence and relatedness) to exhibitionism was moderated by narcissism. Compared to the low level of narcissism, online competence need satisfaction had a stronger predictive power on exhibitionism under the high level of narcissism condition. In contrast, online relatedness need satisfaction had a weaker predictive power on exhibitionism.

How Online Basic Psychological Need Satisfaction Influences Self-Disclosure Online among Chinese Adolescents: Moderated Mediation Effect of Exhibitionism and Narcissism

PubMed Central

Liu, Ying; Liu, Ru-De; Ding, Yi; Wang, Jia; Zhen, Rui; Xu, Le

2016-01-01

Under the basic framework of self-determination theory, the present study examined a moderated mediation model in which exhibitionism mediated the relationship between online basic psychological need satisfaction and self-disclosure on the mobile Internet, and this mediation effect was moderated by narcissism. A total of 296 Chinese middle school students participated in this research. The results revealed that exhibitionism fully mediated the association between online competence need satisfaction and self-disclosure on the mobile net, and partly mediated the association between online relatedness need satisfaction and self-disclosure on the mobile net. The mediating path from online basic psychological need satisfaction (competence and relatedness) to exhibitionism was moderated by narcissism. Compared to the low level of narcissism, online competence need satisfaction had a stronger predictive power on exhibitionism under the high level of narcissism condition. In contrast, online relatedness need satisfaction had a weaker predictive power on exhibitionism. PMID:27616999

A test of self-determination theory in school physical education.

PubMed

Standage, Martyn; Duda, Joan L; Ntoumanis, Nikos

2005-09-01

Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of self-determination theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of self-determination theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. (i) To examine a model of motivation based on the tenets of self-determination theory, and (ii) explore the invariance of the model across gender. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multisample SEM invariance testing revealed the model to be largely invariant for male and female students. The results of the study provide support for self-determination theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by self-determination theory across gender.

[Study on the relationship of family functioning and subjective well-being of junior-high school students].

PubMed

Hu, Fang; Ma, Ying-hua; Hu, Li-ming; Deng, Xin-long; Mei, Jin-feng

2010-06-18

To describe the status of subjective well-being among junior high school students in a city of Jiangxi Province and to explore the relationship between family functioning and subjective well-being. To explore the relationship between growth environment and subjective well-being among junior high school students in the perspective of family functioning and to provide basis and data for the mental health education among junior high school students. 630 students in a junior high school in Jiangxi Province were sampled by stratified cluster sampling, and 103 junior high school students from 18 villages were sampled by household survey. They were investigated by subjective well-being scale for adolescents and Family Assessment Device. (1)The overall subjective well-being of junior high school students was in the lower-middle level. Regarding all the dimensions of subjective well-being, they had the highest satisfaction on family and friendship, lowest academic satisfaction, low positive as well as passive emotion. (2)Girls had higher satisfaction on friendship and freedom than that of boys; children from families with more than one kids had more negative emotion than that of single child; boarding students had higher satisfaction on family, academics and freedom than that of non-boarding students; family residence and structure affected the satisfaction on family; grade and learning achievement affected some dimensions of subjective well-being among junior high school students. (3)Pearson correlation analysis and multiple linear regression analysis showed that some dimensions of family functioning were related to certain dimensions of subjective well-being among junior school students, and family functioning could predict the level of subjective well-being. The overall subjective well-being of junior high school students is in the lower-middle level, and further improving is needed. Family functioning has a great influence on junior school students' subjective well-being. Junior high school students who have healthy family functioning are more likely to have higher life satisfaction, and tend to experience higher subjective well-being.

Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment

ERIC Educational Resources Information Center

Chae, Soo Eun; Shin, Jae-Han

2016-01-01

This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the…

Positive and negative affect, life satisfaction, and coping with stress by attachment styles in Turkish students.

PubMed

Deniz, M Engin; Işik, Erkan

2010-10-01

The purpose was to investigate positive and negative affect, life satisfaction, and coping with stress in relation to attachment styles. Undergraduate students (N=421) completed the Relationship Scales Questionnaire, the Positive and Negative Affect Scale, the Satisfaction With Life Scale, and the Coping with Stress Scale. Results indicated that secure attachment style was the unique predictor of positive affect while fearful and preoccupied attachment styles significantly predicted negative affect. Regarding life satisfaction, a positive correlation with secure attachment style and a negative correlation with fearful and preoccupied styles were seen. However, the unique predictor of life satisfaction was preoccupied attachment style. In terms of coping with stress, there was no significant association between attachment variables and avoidance coping style, but significant links were observed between problem-focused coping and dismissing, and fearful and preoccupied attachment styles.

Stress, Positive Psychology and the National Student Survey

ERIC Educational Resources Information Center

Gibbons, Chris

2012-01-01

The aim was to explore the predictive ability of sources of stress and a range of dispositional and coping behaviours on student satisfaction and motivation. Most research exploring sources of stress and coping in students construes stress as psychological distress, with little attempt to consider positive experiences of stress. A questionnaire…

The relationship among young adult college students' depression, anxiety, stress, demographics, life satisfaction, and coping styles.

PubMed

Mahmoud, Jihan Saber Raja; Staten, Ruth; Hall, Lynne A; Lennie, Terry A

2012-03-01

Recent research indicates that young adult college students experience increased levels of depression, anxiety, and stress. It is less clear what strategies college health care providers might use to assist students in decreasing these mental health concerns. In this paper, we examine the relative importance of coping style, life satisfaction, and selected demographics in predicting undergraduates' depression, anxiety, and stress. A total of 508 full-time undergraduate students aged 18-24 years completed the study measures and a short demographics information questionnaire. Coping strategies and life satisfaction were assessed using the Brief COPE Inventory and an adapted version of the Brief Students' Multidimensional Life Satisfaction Scale. Depression, anxiety, and stress were measured using the Depression Anxiety and Stress Scale-21 (DASS-21). Multiple regression analyses were used to examine the relative influence of each of the independent variables on depression, anxiety, and stress. Maladaptive coping was the main predictor of depression, anxiety, and stress. Adaptive coping was not a significant predictor of any of the three outcome variables. Reducing maladaptive coping behaviors may have the most positive impact on reducing depression, anxiety, and stress in this population.

Predicting College Students' Positive Psychology Associated Traits with Executive Functioning Dimensions

ERIC Educational Resources Information Center

Marshall, Seth

2016-01-01

More research is needed that investigates how positive psychology-associated traits are predicted by neurocognitive processes. Correspondingly, the purpose of this study was to ascertain how, and to what extent, four traits, namely, grit, optimism, positive affect, and life satisfaction were predicted by the executive functioning (EF) dimensions…

A Predictive Study of Learner Attitudes Toward Open Learning in a Robotics Class

NASA Astrophysics Data System (ADS)

Avsec, Stanislav; Rihtarsic, David; Kocijancic, Slavko

2014-10-01

Open learning (OL) strives to transform teaching and learning by applying learning science and emerging technologies to increase student success, improve learning productivity, and lower barriers to access. OL of robotics has a significant growth rate in secondary and/or high schools, but failures exist. Little is known about why many users stop their OL after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with different types of OL. In this study, we tested a regression model for student satisfaction involving students' attitudes toward OL usage. A survey was conducted to investigate the critical factors affecting students' achievements and satisfaction in OL of robotics with use of own developed direct manipulation learning environment as learning context. A multiple regression analyses were carried out to investigate how different facets of students' expectations and experiences are related to perceived learning achievements and course satisfaction. Descriptive statistics and analysis of variance was performed to determine the effect of predictor variables to student satisfaction. The results demonstrate that students have significantly positive perceptions toward using OL of robotics as a learning-assisted tool. Furthermore, behavioral intention to use OL is influenced by perceived usefulness and self-efficacy. The following five major categories of satisfaction factors with OL course were revealed during analysis of the studies (effect sizes in parentheses): organization (0.69); implementation (0.61); professional content (0.53); interaction (0.43); self-efficacy (0.14). All these effect sizes were judged to be significant and large. The results also showed that learner-mentor/instructor interaction, learner-professional content interaction, and online and offline self-efficacy were good predictors of student satisfaction and course quality. Peer interactions and self-regulated learning have to be considered carefully. A learner-mentor/instructor and learner-professional content interaction are indicated as most significant interactions.

Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups.

PubMed

Sheu, Hung-Bin; Mejia, Araceli; Rigali-Oiler, Marybeth; Primé, Dominic R; Chong, Shiqin Stephanie

2016-07-01

Data of 306 Caucasian American, 284 Asian American, and 259 Latino/a American college students were analyzed in this study to test a modified version of Lent and Brown's (2006, 2008) satisfaction model in the academic context. In addition to the full set of variables hypothesized in the original model, the modified academic satisfaction model also included independent and interdependent self-construals to represent one's cultural orientations. Comparisons between the hypothesized model and 2 alternative models showed that direct paths from extraversion and emotional stability added significantly to the predictions of academic satisfaction and life satisfaction for all 3 racial/ethnic groups while those from independent and interdependent self-construals also had the same effects for Latino/a American students. The hypothesized model offered excellent fit to the data of all 3 racial/ethnic groups. Consistent with theoretical prediction, academic supports, self-efficacy, outcome expectations, or goal progress formed pathways that mediated the relations of personality traits and self-construals to academic satisfaction or life satisfaction across 3 groups. Although full measurement equivalence (configural invariance and metric invariance) was observed, 4 structural paths and 16 indirect effects differed significantly by race/ethnicity. Most of these differences in structural paths and indirect effects occurred between Caucasian Americans and Asian Americans. On balance, findings of the study provided evidence for the cross-racial/ethnic validity of the modified academic satisfaction model while identifying racial/ethnic differences that might have useful clinical implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Affective Commitment among Student Affairs Professionals

ERIC Educational Resources Information Center

Boehman, Joseph

2007-01-01

Student affairs professionals in the United States were surveyed to determine the predictive value of overall job satisfaction, organizational support, organizational politics, and work/nonwork interaction on affective organizational commitment. Results indicate that a supportive work environment leads to increased affective attachment to the…

Breaking Bad in Business Education: Impacts on Student Incivility and Academic Dishonesty

ERIC Educational Resources Information Center

Offstein, Evan H.; Chory, Rebecca M.

2017-01-01

The present study examines instructors' attempts to increase student satisfaction through what we predict to be destructive communication tactics. Results indicate that business majors reported being more likely to engage in incivility and academic dishonesty in courses taught by professors who attempted to gain student favor through gossiping,…

Student Physical Education Teachers' Well-Being: Contribution of Basic Psychological Needs

ERIC Educational Resources Information Center

Ciyin, Gülten; Erturan-Ilker, Gökçe

2014-01-01

This study adopted Self-Determination Theory tenets and aimed to explore whether student physical education (PE) teachers' satisfaction of the three basic psychological needs independently predicts well-being. 267 Turkish student PE teachers were recruited for the study. Two stepwise multiple regression analysis was performed in which each outcome…

What Predicts International Higher Education Students' Satisfaction with Their Study in Ireland?

ERIC Educational Resources Information Center

Finn, Mairéad; Darmody, Merike

2017-01-01

The internationalisation of higher education--a facet of broader processes of globalisation--has resulted in increased study-related travel, and the development of policies to attract international students. Nevertheless, in the context of a strong drive to recruit international students, little is known about how they are faring during their…

Reductions in Negative Automatic Thoughts in Students Attending Mindfulness Tutorials Predicts Increased Life Satisfaction

ERIC Educational Resources Information Center

Ritvo, Paul; Vora, Khushboo; Irvine, Jane; Mongrain, Myriam; Azargive, Saam; Azam, Muhammad Abid; Pirbaglou, Meysam; Guglietti, Crissa; Wayne, Noah; Perez, Daniel Felipe; Cribbie, Rob

2013-01-01

University education confronts students with stressful developmental challenges that can lead to mental health problems. Innovative programs must address an increasing prevalence of these problems but are impeded by the high costs involved. In this study, thirty-nine undergraduate students attended weekly one hour mindfulness meditation tutorials…

Sleep and organizational citizenship behavior: the mediating role of job satisfaction.

PubMed

Barnes, Christopher M; Ghumman, Sonia; Scott, Brent A

2013-01-01

We examine sleep as an important factor beyond the work domain that is relevant to organizational citizenship behavior. In a field study of 87 employees from a variety of organizations, an objective measure of sleep quantity predicted organizational citizenship behavior directed toward organizations but not organizational citizenship behavior directed toward individuals. Additionally, job satisfaction mediated this relationship. In a second field study of 85 working college students, we found that natural variation in daily sleep over the course of a work week predicted daily variance in organizational citizenship behavior directed toward both individuals and organizations, and that job satisfaction mediated these relationships. Based on these findings, we discuss theoretical and practical implications of sleep-deprived employees.

Predicting For-Profit Student Persistence Using the Student Satisfaction Inventory

ERIC Educational Resources Information Center

Edens, David

2012-01-01

For-profit colleges are under scrutiny with questions about quality of curriculum, quality of faculty and instruction, and the value of the degree for the high-priced tuition. The high debt-load and low levels of persistence among students who enter for-profit institutions raise the level of concern for these students, many of whom are older and…

Does psychological need satisfaction perceived online enhance well-being?

PubMed

Wang, Ligang; Tao, Ting; Fan, Chunlei; Gao, Wenbin

2015-09-01

The Internet has been building a new context, in which adolescents and young people complete their academic tasks, do their work, engage in social interaction, and even conduct anonymous identity experimentation. Therefore, it becomes very significant to assess psychological need satisfaction online, and to relate it to well-being. This study investigated the influence on well-being of psychological need satisfaction perceived online and the regulatory role in this relationship of psychological need satisfaction perceived in daily life. A total of 1,727 students from junior and senior high schools and universities in China were surveyed using the Basic Psychological Needs in General scale, the Basic Psychological Needs in the Online World scale, and the Index of Well-Being, Index of General Affect scale. The mean age of the adolescent sample was 17.47 years (ranging from 12.50 to 25.42 years). The results indicated that both need satisfaction perceived online and that perceived in daily life positively predicted psychological well-being, and psychological need satisfaction in daily life qualified the association between psychological need satisfaction perceived online and well-being. In particular, students who perceived higher psychological need satisfaction in daily life were found to benefit from psychological need satisfaction perceived online, but students with low psychological need satisfaction perceived in daily life did not. We suggest that people who perceive lower basic need satisfaction in daily life are more likely to use the Internet for socioaffective regulation and to consider cyberspace as a new world. Thus, need satisfaction perceived online may not transform into "real" happiness. © 2015 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

Psychological Need Satisfaction and Achievement Goals: Exploring Indirect Effects of Academic and Social Adaptation Following the Transition to Secondary School

ERIC Educational Resources Information Center

Duchesne, Stéphane; Ratelle, Catherine F.; Feng, Bei

2017-01-01

There is abundant evidence to suggest that students' achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affect AG, empirical support remains limited during the transition to secondary school. This prospective study addresses this gap by examining the link…

Predicting Teachers' Sense of Efficacy and Job Satisfaction Using School Climate and Participatory Decision Making.

ERIC Educational Resources Information Center

Taylor, Dianne L.; Tashakkori, Abbas

This study examined the relationship of teacher decisional participation and school climate to teachers' sense of efficacy and their job satisfaction. Data came from the National Education Longitudinal Study of 1988 (NELS-88) project, involving 1,035 schools with eighth grade students, and from the 1990 follow up of 1,296 schools. The final data…

Body Image, Self-Esteem and Depression in Female Adolescent College Students

ERIC Educational Resources Information Center

Latha, K. S.; Hegde, Supriya; Bhat, S. M.; Sharma, P. S. V. N.; Rai, Pooja

2006-01-01

Introduction: The purpose of this study was to examine whether Body Mass Index (BMI) and the subjective perception of body weight, and body shape satisfaction predict level of self-esteem and depression among female college students. Method: The sample comprised of 124 female college students ranging in age from 16-21 years. Self perception of…

Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

PubMed

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

2009-03-01

This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

Predictive factors of disordered eating and body image satisfaction in cyprus.

PubMed

Argyrides, Marios; Kkeli, Natalie

2015-05-01

This study aimed to assess possible relationships and predictor variables between disordered eating attitudes and behaviors, the internalization of the thin ideal construct, body image satisfaction, body image investment, weight-related anxiety, and body mass index (BMI) among Greek-Cypriot female university students in Cyprus. A total of 243 female university students responded to self-report measures assessing disordered eating, internalization of the thin ideal, body satisfaction, body image investment, and weight-related anxiety. Disordered eating was positively correlated to the internalization of the thin ideal, body image investment, weight-related anxiety, and BMI and negatively correlated with body image satisfaction. The internalization of the thin ideal was also positively correlated to weight-related anxiety and body image investment and negatively correlated to body image satisfaction. Furthermore, weight-related anxiety and internalization of the thin ideal have been found to be significant predictors of disordered eating attitudes. Possible explanations and vulnerability factors are addressed, as well as implication for prevention strategies and future research. © 2014 Wiley Periodicals, Inc.

Teacher Efficacy in Student Engagement, Instructional Management, Student Stressors, and Burnout: A Theoretical Model Using In-Class Variables to Predict Teachers' Intent-to-Leave

ERIC Educational Resources Information Center

Martin, Nancy K.; Sass, Daniel A.; Schmitt, Thomas A.

2012-01-01

The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that…

Mainland Chinese Students' Self-Appraisals of Their Psychological Dispositions at School

ERIC Educational Resources Information Center

Askell-Williams, Helen; Skyrzypiec, Grace; Zhao, Xueqin; Cao, Fei

2018-01-01

This paper reports mainland Chinese students' self-appraisals about their psychological dispositions whilst at school. Increasing interest has turned to factors such as resilience, wellbeing, flourishing, happiness and satisfaction, which in turn are predicted to be associated with factors such as emotional stability, achieving personal goals,…

The College Persistence Questionnaire: Development and Validation of an Instrument that Predicts Student Attrition

ERIC Educational Resources Information Center

Davidson, William B.; Beck, Hall P.; Milligan, Meg

2009-01-01

The investigators reviewed the retention literature and developed a 53-item questionnaire and tested its validity. Component analysis of the responses of 2,022 students at four schools yielded six reliable factors: Institutional Commitment, Degree Commitment, Academic Integration, Social Integration, Support Services Satisfaction, and Academic…

Happiness Unpacked: Positive Emotions Increase Life Satisfaction by Building Resilience

PubMed Central

Cohn, Michael A.; Fredrickson, Barbara L.; Brown, Stephanie L.; Mikels, Joseph A.; Conway, Anne M.

2011-01-01

Happiness – a composite of life satisfaction, coping resources, and positive emotions – predicts desirable life outcomes in many domains. The broaden-and-build theory suggests that this is because positive emotions help people build lasting resources. To test this hypothesis we measured emotions daily for one month in a sample of students (N=86) and assessed life satisfaction and trait resilience at the beginning and end of the month. Positive emotions predicted increases in both resilience and life satisfaction. Negative emotions had weak or null effects, and did not interfere with the benefits of positive emotions. Positive emotions also mediated the relation between baseline and final resilience, but life satisfaction did not. This suggests that it is in-the-moment positive emotions, and not more general positive evaluations of one’s life, that form the link between happiness and desirable life outcomes. Change in resilience mediated the relation between positive emotions and increased life satisfaction, suggesting that happy people become more satisfied not simply because they feel better, but because they develop resources for living well. PMID:19485613

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well-being and GPA?

ERIC Educational Resources Information Center

Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

2016-01-01

We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self-reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the…

Attachment to parents, social anxiety, and close relationships of female students over the transition to college.

PubMed

Parade, Stephanie H; Leerkes, Esther M; Blankson, A Nayena

2010-02-01

The current study examined the process by which attachment to parents influences satisfaction with and ease in forming friendships at college. One hundred seventy-two female college freshmen completed a measure of parental attachment security the summer before their first semester of college (July 2006) and measures to assess satisfaction with and ease in forming close relationships at the end of their first semester (December 2006). Students ranged in age from 18 to 20 years (M = 18.09, SD = 0.33) and were diverse in their racial makeup (30% racial minority). Consistent with predictions derived from attachment theory, secure attachment to parents was positively associated with ease in forming friendships among racial minority and white participants and satisfaction with friendships among minority participants. Moreover, indirect effects of parental attachment security on relationship outcomes through social anxiety were significant for minority participants but not for white participants. Findings may be useful in the development of retention programs targeted at incoming university freshmen, particularly minority students.

On the relationship among social anxiety, intimacy, sexual communication, and sexual satisfaction in young couples.

PubMed

Montesi, Jennifer L; Conner, Bradley T; Gordon, Elizabeth A; Fauber, Robert L; Kim, Kevin H; Heimberg, Richard G

2013-01-01

This study was conducted to better understand why socially anxious individuals experience less sexual satisfaction in their intimate partnerships than nonanxious individuals, a relationship that has been well documented in previous research. Effective communication between partners is an important predictor of relationship satisfaction. Sexual communication, an important aspect of communication between romantic partners, is especially sensitive for couples given the vulnerability inherent in being open about sexual issues. Because socially anxious individuals characteristically report fear of evaluation or scrutiny by others, we hypothesized that the process of building intimacy by sharing personal information about oneself with one's partner, including when this information relates to one's sexuality and/or the sexual domain of the relationship, would be particularly difficult for socially anxious individuals. The present study examined fear of intimacy and sexual communication as potential mediators of the relationship between higher social anxiety and lower sexual satisfaction. Self-report data were collected from 115 undergraduate students and their partners in monogamous, heterosexual, committed relationships of at least 3 months duration. Multilevel path modeling revealed that higher social anxiety predicted higher fear of intimacy, which predicted lower satisfaction with open sexual communication, which, in turn, predicted lower sexual satisfaction. Additionally, there was evidence of mediation as there were significant indirect effects of the antecedent variables on sexual satisfaction. The path model had excellent fit. Implications for social anxiety, intimate relationships, and couples therapy are discussed.

Agentic and communal narcissism and satisfaction with life: The mediating role of psychological entitlement and self-esteem.

PubMed

Żemojtel-Piotrowska, Magdalena A; Piotrowski, Jarosław P; Maltby, John

2017-10-01

This study examined the mediational role of self-esteem (as an enhancement) and psychological entitlement (as a cost) in the relationship between an agentic-communal model of grandiose narcissism and satisfaction with life. Two hundred and forty-eight university undergraduate students completed measures of agentic and communal narcissism, self-esteem, psychological entitlement and satisfaction with life. The findings suggest that there is support for the usefulness of the agentic-communal model of narcissism, and, consistent with predictions in the wider literature, self-esteem and psychological entitlement mediated the relationship between agentic-communal narcissism and life satisfaction. © 2015 International Union of Psychological Science.

An Investigation of One Aspect of College Unrest: College Student Satisfaction. The Measurement and Analysis of College Student Satisfaction.

ERIC Educational Resources Information Center

Betz, Ellen L.; And Others

Although infrequently investigated, college student satisfaction and dissatisfaction are viewed as a clear indicator of student unrest. Results of a series of studies aimed at a systematic investigation of college student satisfaction are described. A measure was designed and used to investigate the relationships between student satisfaction and…

Chinese adolescents' coping tactics in a parent-adolescent conflict and their relationships with life satisfaction: the differences between coping with mother and father

PubMed Central

Zhao, Hongyu; Xu, Yan; Wang, Fang; Jiang, Jiang; Zhang, Xiaohui; Wang, Xinrui

2015-01-01

The present study examined the differences of conflict coping tactics in adolescents' grade and gender and parents' gender and explored the relationships among conflict frequency, conflict coping tactics, and life satisfaction. A total of 1874 Chinese students in grades 7, 8, 10, and 11 completed surveys on conflict frequency, coping tactics, and life satisfaction. The results obtained by MANOVA suggested that the adolescents' reported use of assertion and avoidance with either mothers or fathers increased from Grade 7 to Grade 8 and did not change from Grade 8 to Grade 11 in parent-adolescent conflicts. The results of paired sample T-tests indicated that adolescents used more conciliation in Grade 7, more conciliation and assertion in Grade 8, and more conciliation and less avoidance in Grade 10 and 11 to cope with mothers than with fathers in parent-adolescent conflicts. Boys used more conciliation and less avoidance, while girls used more conciliation, assertion and third-party intervention to cope with mothers than with fathers in parent-adolescent conflicts. The results of the hierarchical regression analysis indicated the significance of the primary effects of conflict frequency and coping tactics on life satisfaction. Specifically, conflict frequency negatively predicted life satisfaction. Conciliation positively and avoidance negatively predicted life satisfaction when adolescents coped with either mothers or fathers in parent-adolescent conflicts. Assertion negatively predicted life satisfaction when adolescents coped with fathers. The moderating effects of conflict coping tactics on the relationship between parent-adolescent conflict frequency and life satisfaction were not significant. PMID:26528224

Chinese adolescents' coping tactics in a parent-adolescent conflict and their relationships with life satisfaction: the differences between coping with mother and father.

PubMed

Zhao, Hongyu; Xu, Yan; Wang, Fang; Jiang, Jiang; Zhang, Xiaohui; Wang, Xinrui

2015-01-01

The present study examined the differences of conflict coping tactics in adolescents' grade and gender and parents' gender and explored the relationships among conflict frequency, conflict coping tactics, and life satisfaction. A total of 1874 Chinese students in grades 7, 8, 10, and 11 completed surveys on conflict frequency, coping tactics, and life satisfaction. The results obtained by MANOVA suggested that the adolescents' reported use of assertion and avoidance with either mothers or fathers increased from Grade 7 to Grade 8 and did not change from Grade 8 to Grade 11 in parent-adolescent conflicts. The results of paired sample T-tests indicated that adolescents used more conciliation in Grade 7, more conciliation and assertion in Grade 8, and more conciliation and less avoidance in Grade 10 and 11 to cope with mothers than with fathers in parent-adolescent conflicts. Boys used more conciliation and less avoidance, while girls used more conciliation, assertion and third-party intervention to cope with mothers than with fathers in parent-adolescent conflicts. The results of the hierarchical regression analysis indicated the significance of the primary effects of conflict frequency and coping tactics on life satisfaction. Specifically, conflict frequency negatively predicted life satisfaction. Conciliation positively and avoidance negatively predicted life satisfaction when adolescents coped with either mothers or fathers in parent-adolescent conflicts. Assertion negatively predicted life satisfaction when adolescents coped with fathers. The moderating effects of conflict coping tactics on the relationship between parent-adolescent conflict frequency and life satisfaction were not significant.

Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators

ERIC Educational Resources Information Center

Strang, Kenneth David

2017-01-01

The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if…

Stressors and expectations of undergraduate nursing students during clinical practice in Singapore.

PubMed

Suen, Wei Qi; Lim, Siriwan; Wang, Wenru; Kowitlawakul, Yanika

2016-12-01

Nursing students have experienced stress because they need to focus on academic performance while being exposed to a clinical environment. The study aimed to identify the contributing factors of stress and the clinical environment expectations of undergraduate nursing students during their clinical practice at a university in Singapore. A cross-sectional descriptive study design using validated surveys was adopted. The Stressors in Nursing Students and the Clinical Learning Environment Inventory questionnaires were used to collect the data in January 2014. A total of 285 nursing students participated in this study. The results showed that third year nursing students had higher stress levels than first year and second year students. Satisfaction in terms of fulfilment among nursing students during clinical practice was found to be the most influential factor in predicting stress. The study suggests that the nursing faculty needs to be more concerned about nursing students' stress level and provide more support to third year students. In addition, students' satisfaction should be considered when developing a clinical curriculum. © 2016 John Wiley & Sons Australia, Ltd.

Student satisfaction and loyalty in Denmark: Application of EPSI methodology.

PubMed

Shahsavar, Tina; Sudzina, Frantisek

2017-01-01

Monitoring and managing customers' satisfaction are key features to benefit from today's competitive environment. In higher education context, only a few studies are available on satisfaction and loyalty of the main customers who are the students, which signifies the need to investigate the field more thoroughly. The aim of this research is to measure the strength of determinants of students' satisfaction and the importance of antecedents in students' satisfaction and loyalty in Denmark. Our research model is the modification of European Performance Satisfaction Index (EPSI), which takes the university's image direct effects on students' expectations into account from students' perspective. The structural equation model of student satisfaction and loyalty has been evaluated using partial least square path modelling. Our findings confirm that the EPSI framework is applicable on student satisfaction and loyalty among Danish universities. We show that all the relationships among variables of the research model are significant except the relationship between quality of software and students' loyalty. Results further verify the significance of antecedents in students' satisfaction and loyalty at Danish universities; the university image and student satisfaction are the antecedents of student loyalty with a significant direct effect, while perceived value, quality of hardware, quality of software, expectations, and university image are antecedents of student satisfaction. Eventually, our findings may be of an inspiration to maintain and improve students' experiences during their study at the university. Dedicating resources to identified important factors from students' perception enable universities to attract more students, make them highly satisfied and loyal.

International Students' Satisfaction: Assessing the Determinants of Satisfaction

ERIC Educational Resources Information Center

Asare-Nuamah, Peter

2017-01-01

Studies have shown that students' satisfaction is an important element that should be given much attention by educators in their policymaking. Students' satisfaction has impact on retention and financial capacity of institutions. With the objective of assessing the factors affecting international students' satisfaction, a descriptive research was…

Authenticity and Relationship Satisfaction: Two Distinct Ways of Directing Power to Self-Esteem.

PubMed

Wang, Yi Nan

2015-01-01

Possessing power contributes to high self-esteem, but how power enhances self-esteem is still unknown. As power is associated with both self-oriented goals and social-responsibility goals, we proposed that power predicts self-esteem through two positive personal and interpersonal results: authenticity and relationship satisfaction. Three studies were carried out with a total of 505 Chinese participants, including college students and adults, who completed surveys that assessed personal power, self-esteem, authenticity, relationship satisfaction, communal orientation, and social desirability. Hierarchical multiple regression analyses demonstrated that power, authenticity, and relationship satisfaction each uniquely contributed to self-esteem. More importantly, multiple mediation analysis showed that authenticity and relationship satisfaction both mediated the effects of power on self-esteem, even when controlling for participants' communal orientation and social desirability. Our findings demonstrate that authenticity and relationship satisfaction represent two key mechanisms by which power is associated with self-esteem.

Authenticity and Relationship Satisfaction: Two Distinct Ways of Directing Power to Self-Esteem

PubMed Central

Wang, Yi Nan

2015-01-01

Possessing power contributes to high self-esteem, but how power enhances self-esteem is still unknown. As power is associated with both self-oriented goals and social-responsibility goals, we proposed that power predicts self-esteem through two positive personal and interpersonal results: authenticity and relationship satisfaction. Three studies were carried out with a total of 505 Chinese participants, including college students and adults, who completed surveys that assessed personal power, self-esteem, authenticity, relationship satisfaction, communal orientation, and social desirability. Hierarchical multiple regression analyses demonstrated that power, authenticity, and relationship satisfaction each uniquely contributed to self-esteem. More importantly, multiple mediation analysis showed that authenticity and relationship satisfaction both mediated the effects of power on self-esteem, even when controlling for participants’ communal orientation and social desirability. Our findings demonstrate that authenticity and relationship satisfaction represent two key mechanisms by which power is associated with self-esteem. PMID:26720814

Students' Satisfaction toward the Services of the Chemical Laboratory

ERIC Educational Resources Information Center

Lukum, Astin; Paramata, Yoseph

2015-01-01

Chemistry Laboratory serves all of the students that were programmed chemistry laboratory works. The satisfaction of the students was studied that involving 50 students. The study was conducted to measure the students' satisfaction towards the services offered by the laboratory. Measurement of the students' satisfaction was conducted using…

Basic Psychological Need Satisfaction, Emotion Dysregulation, and Non-suicidal Self-Injury Engagement in Young Adults: An Application of Self-Determination Theory.

PubMed

Emery, A Ann; Heath, Nancy L; Mills, Devin J

2016-03-01

Non-suicidal self-injury (NSSI) is a public health concern that affects young adults at alarming rates. The present study examines the role of satisfaction of self-determination theory's three basic needs for autonomy, competence, and relatedness in young adults' NSSI engagement. University students who reported ever having engaged in NSSI (n = 40, 85 % female; Mage = 20.10, SD = 1.66) reported significantly lower levels of the satisfaction of all three needs, as well as more difficulties with all aspects of emotion regulation (non-acceptance of emotional responses, difficulty engaging in goal directed behavior, impulse control, lack of emotional awareness, limited access to regulation strategies, lack of emotional clarity), compared to students with no history of NSSI (n = 46, 91 % female; Mage = 19.79, SD = 1.37). Results of a logistic regression analysis revealed that need satisfaction added to the prediction of NSSI group membership after controlling for the effects of emotion regulation. Satisfaction of the need for competence and limited access to emotion regulation strategies accounted for significant variance in NSSI in the final model. The findings suggest that self-determination theory may be a useful framework under which to conceptualize NSSI and that the need for competence may be particularly salient for University students.

Religion and Life Satisfaction: A Correlational Study of Undergraduate Students in Trinidad.

PubMed

Habib, Dianne Gabriela; Donald, Casswina; Hutchinson, Gerard

2018-08-01

Religious behaviour tends to correlate positively with life satisfaction. The predictive power of this relationship is associated with various socio-demographic factors such as age, gender and religious affiliation. We investigated the relationship between religious involvement and life satisfaction in a multi-religious population of undergraduate medical students of the University of the West Indies. We used a cross-sectional design to assess 228 undergraduates (50 males and 178 females) on religiosity, religious well-being and life satisfaction using the Religious Orientation Test, Religious Well-Being subscale and the Satisfaction with Life Scale, respectively. Respondents also provided socio-demographic information such as age, gender and religious affiliation. "How religious one considers oneself" was the religiosity construct most significantly associated with life satisfaction while "frequency of prayer" was the least. Christians registered higher religiosity and religious well-being but non-Christians reported significantly higher life satisfaction. Muslim and Hindu scores on religiosity, religious well-being and life satisfaction were not statistically different. Females scored higher than males on religiosity (borderline significant, p = .054) and significantly higher on religious well-being (p < .01); however, there was no significant difference between males and females on life satisfaction. The "religious affiliation" group scored significantly higher on religiosity and religious well-being compared with the "no religious affiliation" group but there was no difference between these two groups on life satisfaction. Religiosity and religious well-being were overall significantly and positively associated with life satisfaction. However, in demographic groups where there was higher religiosity, for example females, Christians, people affiliated with a religion and older people, it was not associated with greater life satisfaction.

['Life satisfaction' as a moderator or mediator of accommodation category and loneliness for rural school students].

PubMed

Huang, Zhao-Hui; Tao, Fang-Biao; Hao, Jia-Hu; Yang, Ling; Cheng, Dai-Juan; Xiao, Li-Min

2009-03-01

To examine life satisfaction as a moderator or mediator of accommodation category and loneliness for elementary and middle school students in rural areas so as to provide evidence for psychological health intervention among said students. All participants were asked to complete an anonymous questionnaire battery which including an 18-item General Health Questionnaire, Children's Loneliness Scale and Multidimensional Students' Life Satisfaction. The average score of loneliness scale (35.0 +/- 9.5) among boarding-school students was significantly higher than those students living at home (33.1 +/- 10.1) (P < 0.01). The average scores on school-satisfaction (33.5 +/- 6.3), friend-satisfaction (42.1 +/- 6.2) and self-satisfaction (32.4 +/- 5.0) of boarding-school students were significantly higher than those students living at home (35.9 +/- 6.6, 42.9 +/- 6.6, 32.9 +/- 5.3) (P < 0.05). The association between accommodation category and loneliness was fully mediated by school-satisfaction (the standardized coefficients of loneliness was reduced from 0.043 (P < 0.05) to 0.021 (P > 0.05) and partly mediated by self-satisfaction and friend-satisfaction. Data through Moderation analyses indicated that self-satisfaction, school-satisfaction and friend-satisfaction did not serve as moderators. Accommodation category, life satisfaction seemed to be good predictors on loneliness among elementary and middle school students and the fully mediated effect of school-satisfaction between accommodation category and loneliness was significant, suggesting that intervention of loneliness should focus on these variables.

Instructor Presence in Online Courses and Student Satisfaction

ERIC Educational Resources Information Center

Ladyshewsky, Richard K.

2013-01-01

This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related…

Predictors of Student Satisfaction with University Psychology Courses: A Review

ERIC Educational Resources Information Center

Green, Heather J.; Hood, Michelle; Neumann, David L.

2015-01-01

Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…

Impact of the Medical Faculty on Study Success in Freiburg: Results from Graduate Surveys.

PubMed

Biller, Silke; Boeker, Martin; Fabry, Götz; Giesler, Marianne

2015-01-01

Using the data from graduate surveys, this study aims to analyze which factors related to teaching and learning at the Freiburg Faculty of Medicine can influence study success. Study success and the factors influencing it have long been the subject of investigation, with study success being measured in terms of easily quantifiable indicators (final grades, student satisfaction, etc.). In recent years, it has also frequently been assessed in terms of graduate competency levels. Graduate surveys are considered suitable instruments for measuring these dimensions of study success. Data from three Freiburg graduate surveys conducted one and a half years after graduation were drawn upon for the analysis. Study success was operationalized using four indicators: results on the written section of the M2 exam, self-assessment of medical expertise and scientific expertise, and student satisfaction. Using multiple regression analyses, the predictive power was calculated for selected variables, also measured by the graduate surveys, for the different study success indicators. It was possible to identify models that contribute slightly or moderately to the prediction of study success. The score earned on the university entrance qualification demonstrated itself to be the strongest predictor for forecasting the M2 written exam: R(2) is between 0.08 and 0.22 for the three surveys. Different variables specific to degree program structure and teaching are helpful for predicting medical expertise (R(2)=0.04-0.32) and student satisfaction (R(2)=0.12-0.35). The two variables, structure and curricular sequencing of the degree program and combination of theory and practice, show themselves to be significant, sample-invariant predictors (β-weight(Structure)=0.21-0.58, β-weight(Combination)=0.27-0.56). For scientific expertise, no sample-independent predictors could be determined. Factors describing teaching hardly provide any assistance when predicting the written M2 exam score, which makes sense to the extent that teaching goes far beyond the heavily knowledge-based content of the written M2 exam. The lack of predictability for scientific expertise is most likely explained in that these have been only rarely included in the curriculum and often inexplicitly so. The variable combination of theory and practice appears to be significant for imparting medical expertise and the development of student satisfaction. The extent to which these relationships are practically relevant needs to be explored in further studies. A specific limitation is that the measurement of expertise and skill is based solely on self-assessments.

Student Satisfaction with Canadian Music Programmes: The Application of the American Customer Satisfaction Model in Higher Education

ERIC Educational Resources Information Center

Serenko, Alexander

2011-01-01

The purpose of this project is to empirically investigate several antecedents and consequences of student satisfaction (SS) with Canadian university music programmes as well as to measure students' level of programme satisfaction. For this, the American Customer Satisfaction Model was tested through a survey of 276 current Canadian music students.…

Life satisfaction and maladaptive behaviors in early adolescents.

PubMed

Lyons, Michael D; Otis, Kristin L; Huebner, E Scott; Hills, Kimberly J

2014-12-01

This study explored the directionality of the relations between global life satisfaction (LS) and internalizing and externalizing behaviors using a sample of regular education students who were initially enrolled in Grade 7 (n = 470). Self-report measures of internalizing and externalizing behaviors and LS were administered on 2 occasions, 6 months apart, to students from a Southeastern U.S. middle school. Short-term longitudinal analyses revealed that neither externalizing behaviors nor internalizing behaviors at Time 1 predicted LS at Time 2. However, LS at Time 1 predicted externalizing behaviors at Time 2. LS at Time 1 also predicted internalizing behaviors at Time 2, but the results were moderated by student gender. At higher levels of LS, boys reported lower levels of internalizing behaviors at Time 2. The overall results suggested that lower levels of LS are an antecedent of increased maladaptive behaviors among early adolescents. Alternatively, higher levels of LS may be a protective factor against subsequent externalizing behaviors among boys and girls and internalizing behaviors among boys. Furthermore, the results provide further support for the discriminant validity of positive and negative measures of mental health and suggest that LS measures may provide useful information for comprehensive adolescent health screening and monitoring systems. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Examining the Factors Contributing to Students' Life Satisfaction

ERIC Educational Resources Information Center

Dogan, Ugur; Celik, Eyup

2014-01-01

In this study, the authors examined the relationship between students' life satisfaction, school engagement, and confidence in the classroom. An analysis was performed of how students' life satisfaction differs according to their housing, school type, and classroom level. The multidimensional student satisfaction scale, confidence scale in the…

Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

ERIC Educational Resources Information Center

Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

2017-01-01

This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

Cross-cultural adjustment to the United States: the role of contextualized extraversion change

PubMed Central

Liu, Mengqiao; Huang, Jason L.

2015-01-01

Personality traits can predict how well-sojourners and expatriates adjust to new cultures, but the adjustment process remains largely unexamined. Based on recent findings that reveal personality traits predict as well as respond to life events and experiences, this research focuses on within-person change in contextualized extraversion and its predictive validity for cross-cultural adjustment in international students who newly arrived in US colleges. We proposed that the initial level as well as the rate of change in school extraversion (i.e., contextualized extraversion that reflects behavioral tendency in school settings) will predict cross-cultural adjustment, withdrawal cognitions, and school satisfaction. Latent growth modeling of three-wave longitudinal surveys of 215 new international students (54% female, Mage = 24 years) revealed that the initial level of school extraversion significantly predicted cross-cultural adjustment, (lower) withdrawal cognitions, and satisfaction, while the rate of change (increase) in school extraversion predicted cross-cultural adjustment and (lower) withdrawal cognitions. We further modeled global extraversion and cross-cultural motivation as antecedents and explored within-person change in school extraversion as a proximal factor that affects adjustment outcomes. The findings highlight the malleability of contextualized personality, and more importantly, the importance of understanding within-person change in contextualized personality in a cross-cultural adjustment context. The study points to more research that explicate the process of personality change in other contexts. PMID:26579033

Cross-cultural adjustment to the United States: the role of contextualized extraversion change.

PubMed

Liu, Mengqiao; Huang, Jason L

2015-01-01

Personality traits can predict how well-sojourners and expatriates adjust to new cultures, but the adjustment process remains largely unexamined. Based on recent findings that reveal personality traits predict as well as respond to life events and experiences, this research focuses on within-person change in contextualized extraversion and its predictive validity for cross-cultural adjustment in international students who newly arrived in US colleges. We proposed that the initial level as well as the rate of change in school extraversion (i.e., contextualized extraversion that reflects behavioral tendency in school settings) will predict cross-cultural adjustment, withdrawal cognitions, and school satisfaction. Latent growth modeling of three-wave longitudinal surveys of 215 new international students (54% female, M age = 24 years) revealed that the initial level of school extraversion significantly predicted cross-cultural adjustment, (lower) withdrawal cognitions, and satisfaction, while the rate of change (increase) in school extraversion predicted cross-cultural adjustment and (lower) withdrawal cognitions. We further modeled global extraversion and cross-cultural motivation as antecedents and explored within-person change in school extraversion as a proximal factor that affects adjustment outcomes. The findings highlight the malleability of contextualized personality, and more importantly, the importance of understanding within-person change in contextualized personality in a cross-cultural adjustment context. The study points to more research that explicate the process of personality change in other contexts.

A study of depression and anxiety, general health, and academic performance in three cohorts of veterinary medical students across the first three semesters of veterinary school.

PubMed

Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica

2012-01-01

This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors.

Are More Able Students in Higher Education Less Easy to Satisfy?

ERIC Educational Resources Information Center

Griffioen, D. M. E.; Doppenberg, J. J.; Oostdam, R. J.

2018-01-01

Student satisfaction gains an increasingly central position in the context of quality measurements. However, student satisfaction can also be stipulated as an important motivational factor for students as learners. This study combines this perspective on student satisfaction with the notion of differences in students' ability. We hypothesize that…

Gender Differences in Contextual Predictors of Urban, Early Adolescents' Subjective Well-Being

ERIC Educational Resources Information Center

Vera, Elizabeth M.; Moallem, B. Isabel; Vacek, Kimberly R.; Blackmon, Sha'kema; Coyle, Laura D.; Gomez, Kenia L.; Lamp, Kristen; Langrehr, Kimberly J.; Luginbuhl, Paula; Mull, Megan K.; Telander, Kyle J.; Steele, J. Corey

2012-01-01

Gender differences in predicting subjective well-being (SWB) were examined in 168 urban adolescents. School satisfaction predicted life satisfaction for boys; for girls, family satisfaction predicted life satisfaction and neighborhood satisfaction predicted negative affect. Self-esteem predicted positive affect for both genders, but friends…

Adoptive Family Adjustment and Its Relation to Perceived Family Environment.

ERIC Educational Resources Information Center

Martin, Betty; Kelly, Mary Margaret; Towner-Thyrum, Elizabeth

1999-01-01

Interviewed adopted college students regarding perceptions of adoptive family life. Found that overall satisfaction with adoptive status and family life was the strongest predictor of perceived general family environment. Perception of adoptive parents' communication styles predicted different aspects of family environment. Acknowledgment of life…

Life satisfaction and resilience in medical school – a six-year longitudinal, nationwide and comparative study

PubMed Central

Kjeldstadli, Kari; Tyssen, Reidar; Finset, Arnstein; Hem, Erlend; Gude, Tore; Gronvold, Nina T; Ekeberg, Oivind; Vaglum, Per

2006-01-01

Background This study examined the relationship between life satisfaction among medical students and a basic model of personality, stress and coping. Previous studies have shown relatively high levels of distress, such as symptoms of depression and suicidal thoughts in medical undergraduates. However despite the increased focus on positive psychological health and well-being during the past decades, only a few studies have focused on life satisfaction and coping in medical students. This is the first longitudinal study which has identified predictors of sustained high levels of life satisfaction among medical students. Methods This longitudinal, nationwide questionnaire study examined the course of life satisfaction during medical school, compared the level of satisfaction of medical students with that of other university students, and identified resilience factors. T-tests were used to compare means of life satisfaction between and within the population groups. K-means cluster analyses were applied to identify subgroups among the medical students. Analysis of Variance (ANOVA) and logistic regression analyses were used to compare the subgroups. Results Life satisfaction decreased during medical school. Medical students were as satisfied as other students in the first year of study, but reported less satisfaction in their graduation year. Medical students who sustained high levels of life satisfaction perceived medical school as interfering less with their social and personal life, and were less likely to use emotion focused coping, such as wishful thinking, than their peers. Conclusion Medical schools should encourage students to spend adequate time on their social and personal lives and emphasise the importance of health-promoting coping strategies. PMID:16984638

Using a Satisfaction Index to Compare Students' Satisfaction during and after Higher Education Service Consumption

ERIC Educational Resources Information Center

Duarte, Paulo O.; Raposo, Mario B.; Alves, Helena B.

2012-01-01

This study explores the factors that influence students' satisfaction with higher education services and assess how they change after graduation, when students enter the labour market. To achieve the objectives, a survey was performed on two occasions, 2002 and 2008. Data on satisfaction were collected from current and former students in order to…

International and Local Student Satisfaction: Resources and Capabilities Perspective

ERIC Educational Resources Information Center

Mavondo, Felix T.; Tsarenko, Yelena; Gabbott, Mark

2004-01-01

In this paper, we develop a conceptual model for assessing student satisfaction with universities and the likelihood of students recommending their institutions to other prospective students. Student satisfaction is conceptualised as a mediator between resources and capabilities and recommendation. The resources and capabilities that contribute to…

Student as Customer: Factors Affecting Satisfaction and Assessments of Institutional Quality.

ERIC Educational Resources Information Center

Browne, Beverly A.; Kaldenberg, Dennis O.; Browne, William G.; Brown, Daniel J.

1998-01-01

A survey of 736 college students investigated satisfaction with a university's business education program, with attention to ratings of services and educational quality, and their relationship to students' global satisfaction, willingness to recommend the institution, and satisfaction with educational value received. Results suggest institutions…

Student Satisfaction Surveys: Measurements and Utilization Issues. AIR 1993 Annual Forum Paper.

ERIC Educational Resources Information Center

Sanders, Liz; Chan, Susy

Student satisfaction surveys assess satisfaction with various facets of the university and includes key sets of questions on programs and services, university learning and social environment, university mission and values, educational preparation, transfer intent, general satisfaction, attitudes toward coursework, and student demographic…

Factors Leading to Students' Satisfaction in the Higher Learning Institutions

ERIC Educational Resources Information Center

Siming, Luo; Niamatullah; Gao, Jianying; Xu, Dan; Shaf, Khurrum

2015-01-01

There is an increasing need to understand factors that affect satisfaction of students with learning. This study will explore the relationship between student satisfaction and teacher-student relationship, teacher preparedness, campus support facilities and experiences provided by the institute to the students. Study is a necessary activity that…

Stress, Emotional Intelligence, and Life Satisfaction in College Students

ERIC Educational Resources Information Center

Holinka, Cassandra

2015-01-01

Prior studies have examined stress, life satisfaction, and emotional intelligence in college students. Research on stress in college students has focused on the sources of stress, coping styles, and relevant outcomes. Research on life satisfaction has focused on specific relationships between life satisfaction and concepts like worry,…

Student satisfaction and loyalty in Denmark: Application of EPSI methodology

PubMed Central

Shahsavar, Tina

2017-01-01

Monitoring and managing customers’ satisfaction are key features to benefit from today’s competitive environment. In higher education context, only a few studies are available on satisfaction and loyalty of the main customers who are the students, which signifies the need to investigate the field more thoroughly. The aim of this research is to measure the strength of determinants of students’ satisfaction and the importance of antecedents in students’ satisfaction and loyalty in Denmark. Our research model is the modification of European Performance Satisfaction Index (EPSI), which takes the university’s image direct effects on students’ expectations into account from students’ perspective. The structural equation model of student satisfaction and loyalty has been evaluated using partial least square path modelling. Our findings confirm that the EPSI framework is applicable on student satisfaction and loyalty among Danish universities. We show that all the relationships among variables of the research model are significant except the relationship between quality of software and students’ loyalty. Results further verify the significance of antecedents in students’ satisfaction and loyalty at Danish universities; the university image and student satisfaction are the antecedents of student loyalty with a significant direct effect, while perceived value, quality of hardware, quality of software, expectations, and university image are antecedents of student satisfaction. Eventually, our findings may be of an inspiration to maintain and improve students’ experiences during their study at the university. Dedicating resources to identified important factors from students’ perception enable universities to attract more students, make them highly satisfied and loyal. PMID:29240801

Examining Suicide Protective Factors among Black College Students

ERIC Educational Resources Information Center

Wang, Mei-Chuan; Lightsey, Owen Richard, Jr.; Tran, Kimberly K.; Bonaparte, Taria S.

2013-01-01

The purpose of this study was to contribute to the nascent literature on resilience and suicidality among Black Americans by examining factors that may predict less suicidal behavior among this population. The authors hypothesized that reasons for living, life satisfaction, and religious awareness would account for unique variance in suicidal…

Predicting Observer Training Satisfaction and Certification

ERIC Educational Resources Information Center

Bell, Courtney A.; Jones, Nathan D.; Lewis, Jennifer M.; Liu, Shuangshuang

2013-01-01

The last decade produced numerous studies that show that students learn more from high-quality teachers than they do from lower quality teachers. If instruction is to improve through the use of more rigorous teacher evaluation systems, the implementation of these systems must provide consistent and interpretable information about which aspects of…

Testing Self-Determination Theory via Nigerian and Indian Adolescents

ERIC Educational Resources Information Center

Sheldon, Kennon M.; Abad, Neetu; Omoile, Jessica

2009-01-01

We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India (N = 926) and Nigeria (N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students' basic need-satisfaction in the classroom and also predicted…

Perceived Social Support and Mental Health: Cultural Orientations as Moderators

ERIC Educational Resources Information Center

Shelton, Andrew J.; Wang, Chiachih D. C.; Zhu, Wenzhen

2017-01-01

This study investigated unique and shared effects of social support and cultural orientation on mental health indicators (depressive and anxiety symptoms, stress, and life satisfaction) of 896 college students. Results indicated that perceived social support predicted mental health variables and that cultural orientation variables (independent and…

Assessment of dental student satisfaction with regard to process of thesis educational courses.

PubMed

Eslamipour, Faezeh; Noroozi, Zahra; Hosseinpour, Kobra

2015-01-01

Ensuring achievement of research experience by students is one of the most important goals of the thesis-conduction process and evaluation of student satisfaction with this process is one of the most imperative challenges herein. The aim of this study is to investigate the satisfaction of dental students passing the thesis educational course from the Isfahan Dental School. Sixty-two dental students who had graduated in2011, from the Isfahan Dental School, participated in this descriptive cross-sectional study. The postgraduate Research Experience Questionnaire (PREQ) was used for data collection. The questionnaire evaluated student satisfaction in seven domains: Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination, goals and expectations, and overall satisfaction. The data were analyzed on an SPSS software using descriptive and inferential statistics. The mean score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The highest satisfaction was found to be in thesis supervision and the least was in the intellectual climate domain. There was no significant statistical difference between satisfaction and gender (P = 0.46). Considering the results, to increase student satisfaction for passing the thesis courses, it is necessary to improve the intellectual climate in dental schools and also increase the research budget for more financial support of students to carry out their projects.

Relationship between the domains of the Multidimensional Students' Life Satisfaction Scale, satisfaction with food-related life and happiness in university students.

PubMed

Schnettler, Berta; Orellana, Ligia; Lobos, Germán; Miranda, Horacio; Sepúlveda, José; Etchebarne, Soledad; Mora, Marcos; Adasme-Berríos, Cristian; Grunert, Klaus G

2015-06-01

To characterize types of university students based on satisfaction with life domains that affect eating habits, satisfaction with food-related life and subjective happiness. A questionnaire was applied to a nonrandom sample of 305 students of both genders in five universities in Chile. The questionnaire included the abbreviated Multidimensional Student's Life Satisfaction Scale (MSLSS), Satisfaction with Food-related Life Scale (SWFL) and the Subjective Happiness Scale (SHS). Eating habits, frequency of food consumption in and outside the place of residence, approximate height and weight and sociodemographic variables were measured. Using factor analysis, the five-domain structure of the MSLSS was confirmed with 26 of the 30 items of the abbreviated version: Family, Friends, Self, Environment and University. Using cluster analysis four types of students were distinguished that differ significantly in the MSLSS global and domain scores, SWFL and SHS scores, gender, ownership of a food allowance card funded by the Chilean government, importance attributed to food for well-being and socioeconomic status. Higher levels of life satisfaction and happiness are associated with greater satisfaction with food-related life. Other major life domains that affect students' subjective well-being are Family, Friends, University and Self. Greater satisfaction in some domains may counterbalance the lower satisfaction in others. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Student Academic Support as a Predictor of Life Satisfaction in University Students

ERIC Educational Resources Information Center

Akin, Ahmet; Arslan, Serhat; Çelik, Eyüp; Kaya, Çinar; Arslan, Nihan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support…

Student Satisfaction and Perceptions of Quality: Testing the Linkages for PhD Students

ERIC Educational Resources Information Center

Cheng, Ming; Taylor, John; Williams, James; Tong, Kang

2016-01-01

Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their "cause and effect" relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with…

Student Satisfaction with Using Online Discussion Forums at Saudi Universities

ERIC Educational Resources Information Center

Alzahrani, Majed Gharmallah

2017-01-01

This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims to examine the relationships between student satisfaction with using ODFs and student demographics as well as with their experience with ICT and online education. Data are collected from 2171 students from four leading universities at Saudi…

Life Satisfaction of University Students in Relation to Family and Food in a Developing Country.

PubMed

Schnettler, Berta; Miranda-Zapata, Edgardo; Grunert, Klaus G; Lobos, Germán; Denegri, Marianela; Hueche, Clementina; Poblete, Héctor

2017-01-01

Life satisfaction and satisfaction with food-related life (SWFoL) are associated with healthy eating habits, family interaction around eating and family support. The present study evaluates the relationship between SWFoL and satisfaction with family life (SWFaL), and their relationship with life satisfaction in university students. We identify the relationship of two different types of family support and student SWFaL and explore a moderator effect of gender. A questionnaire was applied to a non-probabilistic sample of 370 students of both genders (mean age 21 years) in Chile, including Satisfaction with Life Scale, SWFoL scale, SWFaL scale, and the Family Resources Scale. Using structural equation modeling, we found that students' life satisfaction was related to SWFaL and food-related life. A high positive relationship was identified between intangible family support and students' SWFaL, which would have a mediating role between intangible support and life satisfaction. Using multi-group analysis, a moderator effect of gender was not found. These findings suggest that improving SWFoL, SWFaL and intangible family support is important for both female and male students.

Advising as Servant Leadership: Investigating Student Satisfaction

ERIC Educational Resources Information Center

Paul, W. Kohle; Fitzpatrick, Colleen

2015-01-01

Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and…

Students' perception of school environment and life satisfaction at Sinhala-medium secondary schools in the Colombo District, Sri Lanka.

PubMed

Nonaka, Daisuke; Gunawardena, Nalika S; Indrawansa, Susantha; Nanri, Akiko; Rajapakse, Lalini; Mizoue, Tetsuya; Samarasinghe, Diyanath

2012-11-01

The objective of this study was to examine the associations between students' perception of physical and psychosocial school environment and satisfaction with life among secondary school students in Colombo District, Sri Lanka. Data were collected from 20 Sinhala-medium secondary schools between January and February in 2010. A questionnaire-based survey was conducted with students in grade seven (n = 342) and grade ten (n = 446). Multivariate logistic regression analysis, adjusted for confounding variables, was used to assess the associations between students'satisfaction with life measured by Cantril ladders, and scores of perceived physical and psychosocial school environment that focused on school cleanliness and attractiveness, relations with teachers and peers, satisfaction with school and bullying. Students in the highest quartile of school environment score were significantly more likely to have high life satisfaction, compared to those in the lowest quartile (adjusted odds ratio 2.32; 95% confidence interval 1.35-3.99). Odds ratio of high life satisfaction increased with increasing school environment scores (p for trend<0.001). In conclusion, students who perceived positive school environment were significantly more likely to have high life satisfaction. Positive changes in the focused areas of school environment have the potential to lead to improved life satisfaction of students.

General practitioner teachers' job satisfaction and their medical students' wish to join the field - a correlational study.

PubMed

Meli, Damian Notker; Ng, Angie; Singer, Sarah; Frey, Peter; Schaufelberger, Mireille

2014-03-24

There will be increasing competition for young physicians worldwide as more and more physicians retire. While enthusiasm towards GP work is important for GP teachers as role models, satisfaction within the profession has declined. This study aims to determine if medical students' desire to become GPs is related to the job satisfaction of their teaching GPs and explore the factors tied to this job satisfaction. In this cross-sectional, correlational study, teaching GPs of the University of Bern and the fourth year medical students completing internships with them filled in separate questionnaires. Whether or not the GP teacher is perceived by a student to be satisfied with her/his job is correlated to that student's satisfaction with the internship, which in turn, is correlated with student's wish to be a GP after the internship. Results show which factors are most related to GP job satisfaction and the effect of working hours and their composition. Medical students' perception of their GP teachers' job satisfaction positively affect their wish to become GPs, and their satisfaction with their internships adds to this. Enhancing the positive aspects of GP work, such as recognition, and improving negative ones, such as administrative duties, are necessary to attract medical students into the GP field.

Comparison of students' foodservice satisfaction between Korea and US

PubMed Central

Jeong, Eunkyung; Chun, Youngah; Joo, Nami

2013-01-01

This study analyzes important factors of foodservice in school through comparison of students' satisfaction of using foodservice in Korea and US in order to meet students' expectations. The survey was composed of 4 categories including menu, service, hygiene, and facility and it was carried out in both countries to evaluate satisfaction. First, comparison of satisfaction between two countries was made using t-test. Secondly, multiple regression was performed to identify factors affecting satisfaction. As a result Korean students were more satisfied than American students in all aspects. However, regardless of nationality, the top three factors affecting the students' satisfaction were the same. The predictors were food taste (Korean 0.375 and American 0.350), menu variety (Korean 0.305 and American 0.278), and service line (Korean 0.226 and American 0.192). Despite the similarity of the predicators, it can be concluded that the difference in satisfaction level between the two nationscan be explained by the approaches to create comfortable and acceptable changes in schools' foodservice. Korea has been increasing the foodservice quality based on their objectives to provide students comfortable and positive environment when eating nutritious meals. However, US have made their main objectives on making changes to decrease youth obesity. Foodservice improvements according to continuous evaluations and surveys are necessary in order to increase students' satisfaction. PMID:23422683

Life satisfaction and student engagement in adolescents.

PubMed

Lewis, Ashley D; Huebner, E Scott; Malone, Patrick S; Valois, Robert F

2011-03-01

Situated within a positive psychology perspective, this study explored linkages between adolescent students' positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and student engagement variables. It was hypothesized that adolescents' life satisfaction and student engagement variables would show bidirectional relationships. To test this hypothesis, 779 students (53% female, 62% Caucasian) in a Southeastern US middle school completed a measure of global life satisfaction and measures of cognitive, emotional, and behavioral engagement at two time points, 5 months apart. A statistically significant bidirectional relationship between life satisfaction and cognitive engagement was found; however, non-significant relationships were found between life satisfaction and emotional and behavioral student engagement. The findings provide important evidence of the role of early adolescents' life satisfaction in their engagement in schooling during the important transition grades between elementary and high school. The findings also help extend the positive psychology perspective to the relatively neglected context of education.

Healthy Concessions: High School Students' Responses to Healthy Concession Stand Changes.

PubMed

Laroche, Helena H; Hradek, Christine; Hansen, Kate; Hanks, Andrew S; Just, David R; Wansink, Brian

2017-02-01

A previous sales data analysis demonstrated success in selling healthier items at a concession stand. Questions remained regarding student satisfaction and whether the intervention reached non-health-conscious students. Cross-sectional anonymous samples of students at a large midwestern high school were surveyed before and after an intervention improved the number of healthier items available at the concession stand. The survey was completed by 301 students preintervention and 314 students postintervention. Satisfaction remained good (3.7 preintervention and 3.6 postintervention). Satisfaction with the variety and taste of foods increased. We compared students who felt having healthy items were important at the concessions to those who did not. Overall satisfaction with concessions did not differ between groups. The latter group (healthy items not important) reported improved satisfaction with food variety (2.8 to 3.1, p = .02) and the former reported improved satisfaction with healthy foods (2.5 to 2.9, p = .03) and overall taste (3.2 to 3.4, p = .02). Of the healthy items not important students 76% reported purchasing at least 1 new healthier food. Adding healthier foods to school concession stands has positive effects on student satisfaction, sales, and reaches all students whether or not they care about having healthy items available. © 2017, American School Health Association.

The Development of a Conceptual Model of Student Satisfaction with Their Experience in Higher Education

ERIC Educational Resources Information Center

Douglas, Jacqueline; McClelland, Robert; Davies, John

2008-01-01

Purpose: The purpose of this paper is to introduce a conceptual model of student satisfaction with their higher education (HE) experience, based on the identification of the variable determinants of student perceived quality and the impact of those variables on student satisfaction and/or dissatisfaction with the overall student experience. The…

Student Satisfaction with Portuguese Higher Education Institutions: The View of Different Types of Students

ERIC Educational Resources Information Center

Sarrico, Cláudia S.; Rosa, Maria J.

2014-01-01

The purpose of this paper is to discuss student satisfaction with Portuguese higher education institutions, and to analyse how this varies for different types of students. A survey instrument was used to collect data on students' perceptions and expectations regarding different aspects of service provision. Based on the gap model of satisfaction,…

Toward a Theory of Student Satisfaction: An Exploratory Study of the "Quality of Student Life."

ERIC Educational Resources Information Center

Benjamin, Michael; Hollings, Ann E.

1995-01-01

The "Quality of Student Life" approach to studies of student satisfaction moves toward a coherent theory of satisfaction, based on an ecological perspective. Exploratory study (n=266) of senior undergraduate students demonstrated viability of this approach and the utility of the instrument developed to measure its dependent outcomes.…

Assessment of dental student satisfaction with regard to process of thesis educational courses

PubMed Central

Eslamipour, Faezeh; Noroozi, Zahra; Hosseinpour, Kobra

2015-01-01

Introduction: Ensuring achievement of research experience by students is one of the most important goals of the thesis-conduction process and evaluation of student satisfaction with this process is one of the most imperative challenges herein. Aims: The aim of this study is to investigate the satisfaction of dental students passing the thesis educational course from the Isfahan Dental School. Settings and Design: Sixty-two dental students who had graduated in2011, from the Isfahan Dental School, participated in this descriptive cross-sectional study Materials and Methods: The postgraduate Research Experience Questionnaire (PREQ) was used for data collection. The questionnaire evaluated student satisfaction in seven domains: Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination, goals and expectations, and overall satisfaction. Statistical Analysis Used: The data were analyzed on an SPSS software using descriptive and inferential statistics. Results: The mean score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The highest satisfaction was found to be in thesis supervision and the least was in the intellectual climate domain. There was no significant statistical difference between satisfaction and gender (P = 0.46). Conclusions: Considering the results, to increase student satisfaction for passing the thesis courses, it is necessary to improve the intellectual climate in dental schools and also increase the research budget for more financial support of students to carry out their projects. PMID:27462643

Life satisfaction and its correlates among college students in China: a test of social reference theory.

PubMed

Zhang, Jie; Zhao, Sibo; Lester, David; Zhou, Chengchao

2014-08-01

To study life satisfaction and to test the role of social reference in determining the degree of life satisfaction, we examined a large sample of undergraduate students in China for the correlates of campus life satisfaction. A questionnaire survey was administered at a university and the final sample consisted of 439 respondents aged between 17 and 24 years, from all over the country, and studying different subjects. It was found that freshman students tended to score higher on their life satisfaction than students in other grades and the college students' life satisfaction was positively related to female gender, self-esteem, social support, and the liberal attitudes on female gender roles, but negatively correlated with depression and suicidal ideation. Contrary to common beliefs, students from an urban area or from better-off families were not necessarily more satisfied with current life than those students coming from the countryside or low income families. The findings were accounted for by the social reference theory and in this case college students' campus life satisfaction is basically affected by their pre-college life quality as a reference. Copyright © 2013 Elsevier B.V. All rights reserved.

Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks

ERIC Educational Resources Information Center

Vidergor, Hava; Reiter, Shunit

2008-01-01

The study was aimed at assessing gifted students' satisfaction with school. The research sample comprised 229 Israeli elementary and junior high school gifted students, studying in separate classrooms, pullout programmes and pullout programme dropouts, and 140 regular students studying at the same schools. Satisfaction was measured using a…

Satisfaction of Students and Academic Performance in Benadir University

ERIC Educational Resources Information Center

Dhaqane, Mahad Khalif; Afrah, Nor Abdulle

2016-01-01

This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir…

Student Satisfaction with EFL Speaking Classes: Relating Speaking Self-Efficacy and Skills Achievement

ERIC Educational Resources Information Center

Asakereh, Ahmad; Dehghannezhad, Maliheh

2015-01-01

This study investigated the relationship between student satisfaction with speaking classes, speaking skills self-efficacy beliefs, and speaking skills achievement. To this end, one hundred Iranian EFL undergraduate students filled out two questionnaires; a research-made and pilot-tested questionnaire for student satisfaction with speaking…

College Student Stress and Satisfaction with Life

ERIC Educational Resources Information Center

Weinstein, Lawrence; Laverghetta, Antonio

2009-01-01

The following study was performed to determine if general life satisfaction is negatively correlated with college student stress. We administered the satisfaction with life scale (Diener et al., 1985), college student stress scale (Feldt, 2008) and a brief demographics survey to a sample of college students at a regional southwestern university in…

Life Satisfaction among Outbound Students in Northern Sweden

ERIC Educational Resources Information Center

Nilsson, Per A.

2015-01-01

The transition from one's home country to a university abroad can be demanding. This study is a follow-up study exploring life satisfaction among outbound students. Outbound students at Umeå University, Sweden, were surveyed before and after experiencing studying abroad. Thus, the students' life satisfaction could be compared after an…

Disconfirmation Theory: An Approach to Student Satisfaction Assessment in Higher Education.

ERIC Educational Resources Information Center

Franklin, Kathy Kramer; Shemwell, Donald W.

This study investigated student satisfaction at a comprehensive regional university using a questionnaire grounded in the disconfirmation theory of customer satisfaction. A total of 165 students enrolled in business courses were surveyed at the beginning of the semester regarding their expectations of the university, with 104 students completing…

Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study.

PubMed

Smith, Morgan R; Grealish, Laurie; Henderson, Saras

2018-05-01

Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities, employers and the receivers of nursing care. Copyright © 2018 Elsevier Ltd. All rights reserved.

An assessment of student satisfaction with peer teaching of clinical communication skills.

PubMed

Mills, Jonathan K A; Dalleywater, William J; Tischler, Victoria

2014-10-13

Peer teaching is now used in medical education with its value increasingly being recognised. It is not yet established whether students differ in their satisfaction with teaching by peer-teachers compared to those taught by academic or clinical staff. This study aimed to establish satisfaction with communication skills teaching between these three teaching groups. Students participated in a role-play practical facilitated either by clinicians, peer-teachers or non-clinical staff. A questionnaire was administered to first-year medical students after participating in a communication skills role-play session asking students to evaluate their satisfaction with the session. Data were analysed in SPSS 20. One hundred and ninety eight students out of 239 (83%) responded. Students were highly satisfied with the teaching session with no difference in satisfaction scores found between those sessions taught by peers, clinical and non-clinical staff members. 158 (80%) considered the session useful and 139 (69%) strongly agreed tutors facilitated their development. There was no significant difference in satisfaction scores based on tutor background. Satisfaction is as high when tutored by peer-teachers compared to clinicians or non-clinical staff. Constructive feedback is welcomed from a range of personnel. Final-year students could play an increasing role in the teaching of pre-clinical medical students.

A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

ERIC Educational Resources Information Center

Yen, Cherng-Jyh; Abdous, M'hammed

2011-01-01

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional…

Teaching Learning Disabled Adolescents to Set Realistic Goals.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

Sixty-one learning disabled (LD) adolescents in four junior high schools were randomly assigned to experimental or control groups as part of an effort to teach LD students to set realistic goals so they might experience success and satisfaction in school. Ss in the experimental group made achievement contracts and predicted their performance in…

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

PubMed

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Job Satisfaction and Teacher-Student Relationships across the Teaching Career: Four Case Studies

ERIC Educational Resources Information Center

Veldman, Ietje; van Tartwijk, Jan; Brekelmans, Mieke; Wubbels, Theo

2013-01-01

We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student relationships, using the Questionnaire on Teacher…

Student Co-Creation Behavior in Higher Education: The Role of Satisfaction with the University Experience

ERIC Educational Resources Information Center

Elsharnouby, Tamer H.

2015-01-01

This study explores what constitutes students' satisfaction with university experience and examines the influence of overall satisfaction with the university experience on students' co-creation behavior-- namely, participation behavior and citizenship behavior. Drawing upon a sample of 379 students and using structural equation modeling, the…

Associate Degree Student Satisfaction with Academic Advising

ERIC Educational Resources Information Center

Walleser, Diane K.

2014-01-01

The purpose of this study was to identify the determinants of student satisfaction with associate degree academic advising satisfaction with Madison Area Technical College students. During spring of 2013 an electronic survey was conducted to collect data from credit students in the college's academic programs. A survey was sent to 14,776 full time…

Assessing Antecedents and Consequences of Student Satisfaction in Higher Education: Evidence from Malaysia

ERIC Educational Resources Information Center

Lai, M. M.; Lau, S. H.; Yusof, N. A. Mohamad; Chew, K. W.

2015-01-01

This paper explores the interrelationships of the key influences on student satisfaction via multivariate analysis from three groups of university students in two popular private universities in Malaysia. The correlation coefficient and structural model indicated that student satisfaction is influenced not only by academic quality, but also by the…

A Place for Us? Latino Parent and Student Satisfaction in a Cyber School

ERIC Educational Resources Information Center

Beck, Dennis; Maranto, Robert; Tuchman, Sivan

2017-01-01

Research indicates that traditional public schools are less effective in serving Latino students. Yet Latino students, but not their parents, exhibit greater school satisfaction than do their counterparts. The purpose of this study was to examine Latino student and parent satisfaction with their cyber school and prior traditional public school…

The Adult Student and Course Satisfaction: What Matters Most?

ERIC Educational Resources Information Center

Howell, George F.; Buck, Jeffrey M.

2012-01-01

Student satisfaction with a course is important because it can contribute to student retention, and it can also be used as one way to assess faculty effectiveness. This investigative work suggests that course satisfaction among non-traditional, adult students seeking business degrees is positively influenced by giving attention to four specific…

Using student satisfaction data to evaluate a new online accelerated nursing education program.

PubMed

Gazza, Elizabeth A; Matthias, April

2016-10-01

As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

Broadening the trans-contextual model of motivation: A study with Spanish adolescents.

PubMed

González-Cutre, D; Sicilia, Á; Beas-Jiménez, M; Hagger, M S

2014-08-01

The original trans-contextual model of motivation proposed that autonomy support from teachers develops students' autonomous motivation in physical education (PE), and that autonomous motivation is transferred from PE contexts to physical activity leisure-time contexts, and predicts attitudes, perceived behavioral control and subjective norms, and forming intentions to participate in future physical activity behavior. The purpose of this study was to test an extended trans-contextual model of motivation including autonomy support from peers and parents and basic psychological needs in a Spanish sample. School students (n = 400) aged between 12 and 18 years completed measures of perceived autonomy support from three sources, autonomous motivation and constructs from the theory of planned behavior at three different points in time and in two contexts, PE and leisure-time. A path analysis controlling for past physical activity behavior supported the main postulates of the model. Autonomous motivation in a PE context predicted autonomous motivation in a leisure-time physical activity context, perceived autonomy support from teachers predicted satisfaction of basic psychological needs in PE, and perceived autonomy support from peers and parents predicted need satisfaction in leisure-time. This study provides a cross-cultural replication of the trans-contextual model of motivation and broadens it to encompass basic psychological needs. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Stress, burnout and doctors' attitudes to work are determined by personality and learning style: a twelve year longitudinal study of UK medical graduates.

PubMed

McManus, I C; Keeling, A; Paice, E

2004-08-18

The study investigated the extent to which approaches to work, workplace climate, stress, burnout and satisfaction with medicine as a career in doctors aged about thirty are predicted by measures of learning style and personality measured five to twelve years earlier when the doctors were applicants to medical school or were medical students. Prospective study of a large cohort of doctors. The participants were first studied when they applied to any of five UK medical schools in 1990. Postal questionnaires were sent to all doctors with a traceable address on the current or a previous Medical Register. The current questionnaire included measures of Approaches to Work, Workplace Climate, stress (General Health Questionnaire), burnout (Maslach Burnout Inventory), and satisfaction with medicine as a career and personality (Big Five). Previous questionnaires had included measures of learning style (Study Process Questionnaire) and personality. Doctors' approaches to work were predicted by study habits and learning styles, both at application to medical school and in the final year. How doctors perceive their workplace climate and workload is predicted both by approaches to work and by measures of stress, burnout and satisfaction with medicine. These characteristics are partially predicted by trait measures of personality taken five years earlier. Stress, burnout and satisfaction also correlate with trait measures of personality taken five years earlier. Differences in approach to work and perceived workplace climate seem mainly to reflect stable, long-term individual differences in doctors themselves, reflected in measures of personality and learning style.

Stress, burnout and doctors' attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical graduates

PubMed Central

McManus, IC; Keeling, A; Paice, E

2004-01-01

Background The study investigated the extent to which approaches to work, workplace climate, stress, burnout and satisfaction with medicine as a career in doctors aged about thirty are predicted by measures of learning style and personality measured five to twelve years earlier when the doctors were applicants to medical school or were medical students. Methods Prospective study of a large cohort of doctors. The participants were first studied when they applied to any of five UK medical schools in 1990. Postal questionnaires were sent to all doctors with a traceable address on the current or a previous Medical Register. The current questionnaire included measures of Approaches to Work, Workplace Climate, stress (General Health Questionnaire), burnout (Maslach Burnout Inventory), and satisfaction with medicine as a career and personality (Big Five). Previous questionnaires had included measures of learning style (Study Process Questionnaire) and personality. Results Doctors' approaches to work were predicted by study habits and learning styles, both at application to medical school and in the final year. How doctors perceive their workplace climate and workload is predicted both by approaches to work and by measures of stress, burnout and satisfaction with medicine. These characteristics are partially predicted by trait measures of personality taken five years earlier. Stress, burnout and satisfaction also correlate with trait measures of personality taken five years earlier. Conclusions Differences in approach to work and perceived workplace climate seem mainly to reflect stable, long-term individual differences in doctors themselves, reflected in measures of personality and learning style. PMID:15317650

Antecedents of positive self-disclosure online: an empirical study of US college students' Facebook usage.

PubMed

Chen, Hongliang

2017-01-01

This study investigates the factors predicting positive self-disclosure on social networking sites (SNSs). There is a formidable body of empirical research relating to online self-disclosure, but very few studies have assessed the antecedents of positive self-disclosure. To address this literature gap, the current study tests the effects of self-esteem, life satisfaction, social anxiety, privacy concerns, public self-consciousness (SC), and perceived collectivism on positive self-disclosure on SNSs. Data were collected online via Qualtrics in April 2013. Respondents were undergraduate students from the University of Connecticut. Using ordinary least squares regression, the current study found that self-esteem and perceived collectivism increased positive self-disclosure, life satisfaction, and privacy concerns decreased positive self-disclosure, and the effects of social anxiety and public SC were not significant.

Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education

ERIC Educational Resources Information Center

Thompson, Christa

2013-01-01

The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to…

Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

ERIC Educational Resources Information Center

Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin

2017-01-01

Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

Understanding the antecedents of Korean high school students' drinking refusal self-efficacy: parental influence, peer influence, and behavior.

PubMed

Jang, Su Ahn; Cho, Namauk; Yoo, Jina

2011-12-29

The current study examined the factors that influence Korean adolescents' drinking refusal self-efficacy, which is known to be associated with alcohol use and drinking intentions. Specifically, this study considered parental monitoring, parent-child communication satisfaction, peer influence, and prior alcohol use as possible antecedents of Korean high school students' drinking refusal self-efficacy. High school students (n = 538) in South Korea responded to the current study. The data revealed that parent-child communication satisfaction facilitated parental monitoring, and these factors indirectly predicted adolescents' drinking behavior through peer influence. We also found that prior drinking, parental monitoring, and peer influence were directly associated with drinking refusal self-efficacy, and the self-efficacy, in turn, was associated with drinking intentions. These results not only suggest that drinking refusal self-efficacy are related to drinking behavior and intentions, but they also provide a theoretical explanation for how parental and peer influences are associated with adolescents' drinking refusal self-efficacy.

Satisfaction with nursing education, job satisfaction, and work intentions of new graduate nurses.

PubMed

Kenny, Patricia; Reeve, Rebecca; Hall, Jane

2016-01-01

In the context of predictions of future shortages of nurses, retaining new graduate nurses in the nursing workforce is essential to ensure sufficient nurses in the future. This paper investigates the links between satisfaction with nursing education and job satisfaction, and job dissatisfaction and intentions to leave a nursing job. It uses survey data from a cohort study of nursing students recruited through two Australian universities and followed after graduation and workforce entry. Structural equation modeling (SEM) was used to simultaneously estimate the impact of educational satisfaction (work preparation component) on job satisfaction and the impact of job satisfaction on the expectation of leaving the current job. Two job satisfaction sub-scales were identified: 1) work environment satisfaction and 2) work hours and wages satisfaction. Work preparation satisfaction was significantly and positively associated with both job satisfaction scales but only work environment satisfaction was significantly associated with the expectation to stay in the job; a one standard deviation increase in work environment satisfaction was associated with a 13.5 percentage point reduction in the probability of expecting to leave. The estimated effect of satisfaction with education on expecting to leave, occurring indirectly through job satisfaction, was small (reducing the probability by less than 3 percentage points for a 1 point increase in work preparation satisfaction). Participating in a graduate transition program had the largest effect, reducing the probability of expecting to leave by 26 percentage points, on average. The study results suggest policies which focus on improving satisfaction with the work environment would be more effective at retaining nurses early in their career than improvements to conditions such as work hours and wages. Investment in new graduate transition programs would potentially have the largest impact on retention. Copyright © 2015 Elsevier Ltd. All rights reserved.

Comparison of midwifery students' satisfaction with direct observation of procedural skills and current methods in evaluation of procedural skills in Mashhad Nursing and Midwifery School.

PubMed

Hoseini, Bibi Leila; Mazloum, Seyed Reza; Jafarnejad, Farzaneh; Foroughipour, Mohsen

2013-03-01

The clinical evaluation, as one of the most important elements in medical education, must measure students' competencies and abilities. The implementation of any assessment tool is basically dependent on the acceptance of students. This study tried to assess midwifery students' satisfaction with Direct Observation of Procedural Skills (DOPS) and current clinical evaluation methods. This quasi-experimental study was conducted in the university hospitals affiliated to Mashhad University of Medical Sciences. The subjects comprised 67 undergraduate midwifery students selected by convenience sampling and allocated to control and intervention groups according to the training transposition. Current method was performed in the control group, and DOPS was conducted in the intervention group. The applied tools included DOPS rating scales, logbook, and satisfaction questionnaires with clinical evaluation methods. Validity and reliability of these tools were approved. At the end of training, students' satisfaction with the evaluation methods was assessed by the mentioned tools. The data were analyzed by descriptive and analytical statistics. Satisfaction mean scores of midwifery students with DOPS and current methods were 76.7 ± 12.9 and 62.6 ± 14.7 (out of 100), respectively. DOPS students' satisfaction mean score was significantly higher than the score obtained in current method (P < 0.000). The most satisfactory domains in the current method were "consistence with learning objectives" (71.2 ± 14.9) and "objectiveness" in DOPS (87.9 ± 15.0). In contrast, the least satisfactory domains in the current method were "interested in applying the method" (57.8 ± 26.5) and "number of assessments for each skill" (58.8 ± 25.9) in DOPS method. This study showed that DOPS method is associated with greater students' satisfaction. Since the students' satisfaction with the current method was also acceptable, we recommend combining this new clinical evaluation method with the current method, which covers its weaknesses, to promote the students' satisfaction with clinical evaluation methods in a perfect manner.

Relationship between life satisfaction and quality of life in Turkish nursing school students.

PubMed

Yildirim, Yasemin; Kilic, Serap Parlar; Akyol, Asiye Durmaz

2013-12-01

The aim of this study was to evaluate the relationship between life satisfaction and quality of life of nursing students. This descriptive and cross-sectional study was conducted with a research population of 396 nursing students who received education at a school of nursing. The research data were collected between May and June of the 2007-2008 academic year. The data collection tools included "Student Description Form," Life Satisfaction Scale, and WHOQOL-BREF (TR) Quality of Life (QOL) Scale. The mean score of life satisfaction was 22.90 ± 5.74. Participants' QOL mean scores were 67.16 ± 15.29 in the physical domain, 64.33 ± 14.72 in the psychological domain, 62.81 ± 19.12 in the social relationships domain, and 60.59 ± 12.59 in the environmental domain. There was a significant correlation between life satisfaction and the four main domains of quality of life scores (P < 0.05) and that there was a significant positive correlation between life satisfaction and quality of life among nursing students. In addition, it was determined that being a nursing student had a positive effect on students' life satisfaction and quality of life. Therefore, the education system is recommended to be redesigned in such a way as to make students more active and to improve their life satisfaction and quality of life. © 2013 Wiley Publishing Asia Pty Ltd.

Life Satisfaction and Violent Behaviors among Middle School Students

ERIC Educational Resources Information Center

Valois, Robert F.; Paxton, Raheem J.; Zullig, Keith J.; Huebner, E. Scott

2006-01-01

We explored relationships between violent behaviors and perceived life satisfaction among 2,138 middle school students in a southern state using the CDC Middle School Youth Risk Behavior Survey (MSYRBS) and the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). Logistic regression analyses and multivariate models constructed…

Dimensions Driving Business Student Satisfaction in Higher Education

ERIC Educational Resources Information Center

Yusoff, Mazirah; McLeay, Fraser; Woodruffe-Burton, Helen

2015-01-01

Purpose: This study aims to identify the dimensions of business student satisfaction in the Malaysian private higher educational environment and evaluate the influence that demographic factors have on satisfaction. Design/Methodology/Approach: A questionnaire was developed and distributed to 1,200 undergraduate business students at four private…

Teaching emergency medicine with workshops improved medical student satisfaction in emergency medicine education.

PubMed

Sricharoen, Pungkava; Yuksen, Chaiyaporn; Sittichanbuncha, Yuwares; Sawanyawisuth, Kittisak

2015-01-01

There are different teaching methods; such as traditional lectures, bedside teaching, and workshops for clinical medical clerkships. Each method has advantages and disadvantages in different situations. Emergency Medicine (EM) focuses on emergency medical conditions and deals with several emergency procedures. This study aimed to compare traditional teaching methods with teaching methods involving workshops in the EM setting for medical students. Fifth year medical students (academic year of 2010) at Ramathibodi Hospital, Faculty of Medicine, Mahidol University, Bangkok, Thailand participated in the study. Half of students received traditional teaching, including lectures and bedside teaching, while the other half received traditional teaching plus three workshops, namely, airway workshop, trauma workshop, and emergency medical services workshop. Student evaluations at the end of the clerkship were recorded. The evaluation form included overall satisfaction, satisfaction in overall teaching methods, and satisfaction in each teaching method. During the academic year 2010, there were 189 students who attended the EM rotation. Of those, 77 students (40.74%) were in the traditional EM curriculum, while 112 students were in the new EM curriculum. The average satisfaction score in teaching method of the new EM curriculum group was higher than the traditional EM curriculum group (4.54 versus 4.07, P-value <0.001). The top three highest average satisfaction scores in the new EM curriculum group were trauma workshop, bedside teaching, and emergency medical services workshop. The mean (standard deviation) satisfaction scores of those three teaching methods were 4.70 (0.50), 4.63 (0.58), and 4.60 (0.55), respectively. Teaching EM with workshops improved student satisfaction in EM education for medical students.

The Effects of Lecturer Commitment on Student Perceptions of Teaching Quality and Student Satisfaction in Chinese Higher Education

ERIC Educational Resources Information Center

Xiao, Jian; Wilkins, Stephen

2015-01-01

Student satisfaction has become an important concept in higher education because students are paying higher tuition fees and increasingly seeing themselves as customers and because satisfaction is commonly used as an indicator of quality by quality assurance agencies and the compilers of rankings and league tables. In business organisations, it…

Hope and Life Satisfaction in Black College Students Coping with Race-Related Stress

ERIC Educational Resources Information Center

Danoff-Burg, Sharon; Prelow, Hazel M.; Swenson, Rebecca R.

2004-01-01

This exploratory study examined the effects of hope and coping with race-related stress on life satisfaction in Black college students. Findings indicated that students with high hope had greater coping efficacy and used more problem-focused coping than students with low hope. Neither coping nor hope had a direct effect on life satisfaction.…

Against the Odds: Influences on the Post-School Success of "Low Performers"

ERIC Educational Resources Information Center

Thomson, Sue; Hillman, Kylie

2010-01-01

The link between academic achievement and labour market outcomes is well established. But how well does a student's achievement in a test predict their later success in life? This study examines this question, with "success" considered to encompass satisfaction with life together with the extent to which young people are fully occupied…

The Utility of General and School-Specific Personality Traits and an Examination of Their Relationship over Time

ERIC Educational Resources Information Center

Eschleman, Kevin J.; Burns, Gary

2012-01-01

A university student sample was used to compare school-specific (i.e., personality at school) and general personality (i.e., personality across all life domains) over eight weeks. School-specific and general personality incrementally predicted change in school-specific criteria (i.e., school satisfaction and school citizenship behaviors). Less…

Bowen Family Systems Theory and Its Relationship to Teachers: Does Differentiation of Self Predict Teacher Job Satisfaction?

ERIC Educational Resources Information Center

Cochran, Noal Baxter

2011-01-01

Educational leaders are charged with maintaining the academic success of students, the faith of stakeholders in the educational process, and the growth of the educational profession. These objectives have become difficult during a time of noticeable discontent among the stakeholders of educational systems. The discontent is noted strongly among…

Turkish Validity Examination of the Multidimensional Students' Life Satisfaction Scale

ERIC Educational Resources Information Center

Irmak, Sezgin; Kuruuzum, Ayse

2009-01-01

The validation studies of the Multidimensional Students' Life Satisfaction Scale (MSLSS) have been conducted with samples from different nations but mostly from western individualistic cultures. Life satisfaction and its constructs could differ depending on cultural characteristics and life satisfaction scales should be validated in different…

An Empirical Investigation of Student Satisfaction with College Courses

ERIC Educational Resources Information Center

Sinclaire, Jollean K.

2014-01-01

This paper explores the relationship between the organizational behavior concept of job satisfaction and student satisfaction with college courses. It reports on a survey of 560 students on attitudes related to aspects of college courses including views on faculty, interaction and communication, the course, the physical learning environment, and…

An Examination of Factors Contributing to Student Satisfaction in Armenian Higher Education

ERIC Educational Resources Information Center

Martirosyan, Nara

2015-01-01

Purpose: The purpose of this paper is to investigate factors that affect student satisfaction in college environment in Armenian Higher Educational Institutions (AHEIs). Design/methodology/approach: This study used an "ex-post facto," non-experimental approach to investigate factors that affected student satisfaction in college…

Psychological Needs Satisfaction, Motivational Regulations and Physical Activity Intention among Elementary School Students

ERIC Educational Resources Information Center

Chen, Weiyun

2014-01-01

This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3-6 voluntarily completed the three measures. This study indicated that satisfaction of three basic…

Results of the Student Satisfaction Survey Conducted in Spring 2004

ERIC Educational Resources Information Center

Beachler, Judith A.

2004-01-01

During the Spring 2004 semester, the Office of Institutional Research of Los Rios Community College District (Sacramento, CA) collaborated with the College Research Offices to conduct the Noel-Levitz Student Satisfaction Inventory, the third administration of this student satisfaction survey since 1998. This analytical report summarizes the…

Assessing Quality in Higher Education: New Criteria for Evaluating Students' Satisfaction

ERIC Educational Resources Information Center

Zineldin, Mosad; Akdag, Hatice Camgoz; Vasicheva, Valentina

2011-01-01

The aim of this research is to present a new quality assurance model (5Qs) and to examine the major factors affecting students' perception of cumulative satisfaction. The model includes behavioural dimensions of student satisfaction. The factors included in this cumulative summation are technical, functional, infrastructure, interaction and…

The Measurement and Analysis of College Student Satisfaction.

ERIC Educational Resources Information Center

Betz, Ellen L.; and Others

As part of an intensive study of college student satisfaction a questionnaire has been designed to measure six dimensions of student satisfaction: policies and procedures, working conditions, compensation (relationship of input to outcomes), quality of education, social life, and recognition. A field test of this instrument, the College Student…

Student Satisfaction and Quality of Life Survey: Residence Halls.

ERIC Educational Resources Information Center

Stoner, Kenneth L.

The attitudes and level of satisfaction with residence hall life of University of Tennessee students were surveyed in 1981. Responses of the 500 students to 17 satisfaction questions were correlated with six demographic variables. When academic classification was analyzed, it was found that freshmen were significantly less satisfied with the…

Critical Links between Arts Activity Participation, School Satisfaction and University Expectation for Australian High School Students

ERIC Educational Resources Information Center

Geagea, Antoinette; MacCallum, Judith; Vernon, Lynette; Barber, Bonnie L.

2017-01-01

Positive school experiences increase school satisfaction and educational aspirations and are important developmental opportunities for adolescents. Associations between time-varying school-based arts participation, students' school satisfaction and university expectation were investigated using data collected from 1,215 students in 29 Western…

Acquisitions or Mergers? International Students' Satisfaction with Work Availability

ERIC Educational Resources Information Center

Li, Xiaojie; Lee, Jenny

2018-01-01

This study sought to examine international students' satisfaction with work availability while enrolled and the factors that influenced this satisfaction through the acquisitions and mergers framework. The findings indicated that a notable portion of international students might be treated as acquisitions, based on their self-reports of low work…

School-Related Social Support and Students' Perceived Life Satisfaction

ERIC Educational Resources Information Center

Danielsen, Anne G.; Samdal, Oddrun; Hetland, Jorn; Wold, Bente

2009-01-01

The authors examined the effect of school-related social support from teachers, classmates, and parents on students' life satisfaction that school satisfaction, scholastic competence, and general self-efficacy, respectively, mediated. The authors based the analyses on data from a nationally representative sample of 13- and 15-year-old students (N…

Life Satisfaction of University Students in Relation to Family and Food in a Developing Country

PubMed Central

Schnettler, Berta; Miranda-Zapata, Edgardo; Grunert, Klaus G.; Lobos, Germán; Denegri, Marianela; Hueche, Clementina; Poblete, Héctor

2017-01-01

Life satisfaction and satisfaction with food-related life (SWFoL) are associated with healthy eating habits, family interaction around eating and family support. The present study evaluates the relationship between SWFoL and satisfaction with family life (SWFaL), and their relationship with life satisfaction in university students. We identify the relationship of two different types of family support and student SWFaL and explore a moderator effect of gender. A questionnaire was applied to a non-probabilistic sample of 370 students of both genders (mean age 21 years) in Chile, including Satisfaction with Life Scale, SWFoL scale, SWFaL scale, and the Family Resources Scale. Using structural equation modeling, we found that students’ life satisfaction was related to SWFaL and food-related life. A high positive relationship was identified between intangible family support and students’ SWFaL, which would have a mediating role between intangible support and life satisfaction. Using multi-group analysis, a moderator effect of gender was not found. These findings suggest that improving SWFoL, SWFaL and intangible family support is important for both female and male students. PMID:28932203

Searching for Satisfaction: Black Female Teachers' Workplace Climate and Job Satisfaction

ERIC Educational Resources Information Center

Farinde-Wu, Abiola; Fitchett, Paul G.

2018-01-01

Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students' progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and…

Psychological Adaptation, Marital Satisfaction, and Academic Self-Efficacy of International Students

ERIC Educational Resources Information Center

Bulgan, Gökçe; Çiftçi, Ayse

2017-01-01

The authors investigated marital satisfaction and academic self-efficacy in relation to psychological adaptation (i.e., psychological well-being, life satisfaction) in a sample of 198 married international students. Results of multiple regression analyses indicated that marital satisfaction and academic self-efficacy accounted for 45.9% of…

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

PubMed Central

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed. PMID:28769839

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

PubMed

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

Exploring Students' Use of E-Mail for Out-of-Class Communication: Frequency, Satisfaction, and Learning Self-Efficacy

ERIC Educational Resources Information Center

Zhao, Q.; Ahn, S.; Meyers, R. A.; Timmerman, C. E.; Fonner, K. L.

2012-01-01

The authors assessed students' use of e-mail for out-of-class communication (OCC) and its impact on satisfaction and learning self-efficacy. Findings showed that students and instructors use e-mail frequently for OCC, and frequency of use is positively associated with student satisfaction with e-mail as an OCC medium. Moreover, the content of…

Physical Education Students' Ownership, Empowerment, and Satisfaction With PE and Physical Activity.

PubMed

Moore, E Whitney G; Fry, Mary D

2017-12-01

Individuals experiencing a highly caring, task-involving, and low ego-involving exercise climate have reported greater ownership in exercise class and empowerment to exercise in general. This study examined the relationship between ownership and empowerment in exercise, with 2 context-specific outcomes, satisfaction with physical education (PE) and physical activity, respectively. Given the mission of PE to foster individuals' lifelong physical activity habit, the perceptions of high school students were collected for this study. Ownership in exercise was hypothesized to be significantly, positively correlated with students reporting satisfaction in PE more than their satisfaction in physical activity, whereas empowerment in exercise was hypothesized to be more strongly, positively correlated with students' physical activity satisfaction. A second purpose of this study was to test the measurement quality of the updated Empowerment in Exercise Scale (EES; now 13 items). High school students (N = 502, 43% female) in a Midwestern U.S. school district completed a survey. Confirmatory factor analysis supported the internal measurement structure of the EES (λ = .62-.91; McDonald's omega = .89) across student gender (strong invariance). Additionally, the structural equation modeling analysis revealed only 1 parameter moderated by the students' gender (latent mean of ownership). The hypotheses were supported, such that ownership in exercise was more strongly correlated with PE satisfaction (r = .87) and empowerment in exercise had a stronger correlation with physical activity satisfaction (r = .92). These results support the beneficial effect a satisfying experience in PE can have on students' satisfaction with physical activity outside of school.

Only-Child Status in Relation to Perceived Stress and Studying-Related Life Satisfaction among University Students in China: A Comparison with International Students.

PubMed

Chu, Janet Junqing; Khan, Mobarak Hossain; Jahn, Heiko J; Kraemer, Alexander

2015-01-01

University students in general face multiple challenges, which may affect their levels of perceived stress and life satisfaction. Chinese students currently face specific strains due to the One-Child Policy (OCP). The aim of this study was to assess (1) whether the levels of perceived stress and studying-related life satisfaction are associated with only-child (OC) status after controlling for demographic and socio-economic characteristics and (2) whether these associations differ between Chinese and international students. A cross-sectional health survey based on a self-administrated standardised questionnaire was conducted among 1,843 (1,543 Chinese, 300 international) students at two Chinese universities in 2010-2011. Cohen's Perceived Stress Scale (PSS-14) and Stock and Kraemer's Studying-related Life Satisfaction Scale were used to measure perceived stress and studying-related life satisfaction respectively. Multivariable logistic regression analyses were used to examine the associations of OC status with perceived stress and studying-related life satisfaction by sex for Chinese students and international students separately. The Chinese non-only-children (NOCs) were more likely to come from small cities. Multivariable regression models indicate that the Chinese NOCs were more stressed than OCs (OR = 1.39, 1.11-1.74) with a stronger association in men (OR = 1.48, 1.08-2.02) than women (OR = 1.26, 0.89-1.77). NOCs were also more dissatisfied than their OC fellows in the Chinese subsample (OR = 1.37, 1.09-1.73). Among international students, no associations between OC status and perceived stress or studying-related life satisfaction were found. To promote equality between OCs and NOCs at Chinese universities, the causes of more stress and less studying-related life satisfaction among NOCs compared to OCs need further exploration.

SERVQUAL-Based Measurement of Student Satisfaction with Classroom Instructional Technologies: A 2001 Update.

ERIC Educational Resources Information Center

Kleen, Betty; Shell, L. Wayne

The researchers, using a variation of the SERVQUAL instrument, repeated a 1999 study to measure students' satisfaction with instructional technology tools used in their classrooms. Student satisfaction varied by course discipline, by instructional technology, by anticipated grade, and by frequency of use. Female respondents were less satisfied…

What Students Want: Elements of Job Satisfaction Expectations among Multicultural Cohorts

ERIC Educational Resources Information Center

Brown, Dannie L.

2015-01-01

The purpose of this research was to assess students' expectations of future job satisfaction. Data were collected from 484 students enrolled in the BBA programme at Cape Breton University, Nova Scotia, Canada. Locke's job satisfaction theory and Hackman and Oldham's job characteristics model provided the theoretical foundation for the study.…

Interactive Television (ITV) Courses and Students' Satisfaction: A Review of the Literature

ERIC Educational Resources Information Center

Royal, Kenneth D.; Bradley, Kelly D.

2005-01-01

The purpose of this literature review is to identify and address major themes in the distance education literature, particularly as they relate to interactive television (ITV) and student satisfaction. Major themes include satisfaction based on site-type, previous research biases, faculty-student interaction, characteristics of satisfied learners,…

Student Perceptions of Quality and Satisfaction in Online Education

ERIC Educational Resources Information Center

Simpson, Jill M.; Benson, Angela D.

2013-01-01

The purpose of this study was to examine student perceptions of quality and satisfaction in regionally accredited online courses. Results indicated that undergoing a formal peer review may lead to higher student satisfaction in a course. Results also indicated that being subscribed to a peer review program without undergoing a formal peer review…

Student Satisfaction in Higher Education: Settling up and Settling Down

ERIC Educational Resources Information Center

Skea, Claire

2017-01-01

Student satisfaction measures serve to provide a measure of "quality" in the current audit culture of universities. This paper argues that the form of satisfaction valued within contemporary Higher Education amounts to a form of settling, where the primary aim is to settle the students' expectations, and meet their needs. Drawing…

Factors Affecting Students' Satisfaction in Engineering Disciplines: Traditional vs. Blended Approaches

ERIC Educational Resources Information Center

Martinez-Caro, Eva; Campuzano-Bolarin, Francisco

2011-01-01

In this paper a two-year field study was carried out to analyse how satisfaction differs across the traditional and blended learning methods. Altogether, 21 courses for graduate and postgraduate engineering students were evaluated. Several variables and their relationship with student satisfaction in the first year, with all courses delivered in…

College Students' Psychic Income from Intercollegiate Football and Its Impact of College Satisfaction

ERIC Educational Resources Information Center

Kim, Woosoon

2010-01-01

A great amount of research has been conducted to determine the criteria of college student satisfaction and to develop measurement instruments to examine the overall quality of life among college students, but limited research has investigated specific aspects of college satisfaction. In addition, relatively few studies have attempted to explain…

Student Support Services and Student Satisfaction in Online Education

ERIC Educational Resources Information Center

Erdil, Kutlay M.

2007-01-01

This paper investigates the relationship between quality of support services in online education and the level of satisfaction of e-learners with these services. Case study was employed to measure University of Surrey's virtual MBA students' satisfaction with course facilitator, personal tutor and help desk functions designed for online education.…

Introducing Problem-Based Learning to Undergraduate IT Service Management Course: Student Satisfaction and Work Performance

ERIC Educational Resources Information Center

Anicic, Katarina Pažur; Mekovec, Renata

2016-01-01

This paper describes the implementation of problem-based learning (PBL) principles in an undergraduate IT service management course, followed by the results about student satisfaction and work performance. The results indicate the students' general satisfaction with the course implementation, as well as some challenges regarding the…

Team Satisfaction and Student Group Performance: A Cross-Cultural Study

ERIC Educational Resources Information Center

Zeitun, Rami M.; Abdulqader, Khalid Shams; Alshare, Khaled A.

2013-01-01

The authors examined the relationship between team satisfaction and students' performance in group projects in two universities, one from the United States and one from Qatar. The results showed that there is a significant positive correlation between team satisfaction and group performance only for the American students. Demographic factors such…

Student Satisfaction and Its Influence on Semester-to-Semester Retention

ERIC Educational Resources Information Center

Servi, Angela M.

2017-01-01

This study examined students' ratings of satisfaction and importance of academic advising and instructional effectiveness in relation to their retention from semester to semester at one two-year technical college. Class levels and age groups were also studied for relationships to retention and student perceptions of satisfaction and importance.…

Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study

ERIC Educational Resources Information Center

Cole, Michele T.; Shelley, Daniel J.; Swartz, Louis B.

2014-01-01

This article presents the results of a three-year study of graduate and undergraduate students' level of satisfaction with online instruction at one university. The study expands on earlier research into student satisfaction with e-learning. Researchers conducted a series of surveys over eight academic terms. Five hundred and fifty-three students…

Levels of Satisfaction with Leisure Time in Foreign Students

ERIC Educational Resources Information Center

Akdeniz, Hakan; Simsek, Sinem Didem; Kavi, Onur; Uzuner, Muhammet Eyup; Sekban, Gulsah

2018-01-01

The aim of this study was to investigate levels of satisfaction with leisure time in foreign students of Kocaeli University. In the collection of the data, the Leisure Satisfaction Scale (LSS) and demographic status questionnaire were used; 257 male and 103 female students participated. In the LSS scores for the separate domains, participants…

Postgraduate Student Satisfaction: A Multilevel Analysis of PTES Data

ERIC Educational Resources Information Center

Muijs, Daniel; Bokhove, Christian

2017-01-01

Student satisfaction has received growing attention in Higher Education systems in recent years, and are increasingly used for internal and external accountability in the sector. This does leave us with questions on the extent to which variance in student satisfaction can be explained by Higher Education Institution (HEI) and course attended…

Exploratory study of factors related to educational scores of first preclinical year medical students.

PubMed

Sitticharoon, Chantacha; Srisuma, Sorachai; Kanavitoon, Sawita; Summachiwakij, Sarayut

2014-03-01

The relationships among the scores of major subjects taught in the first preclinical year of a Thai medical school, previous academic achievements, and daily life activities are rarely explored. We therefore performed an exploratory study identifying various factors possibly related to the educational scores of these medical students. Questionnaires were sent out to all first preclinical year medical students, with 79.8% being returned (245/307 questionnaires). Positive correlations were revealed between the premedical year grade point average (pre-MD GPA) and anatomy, physiology, and biochemistry scores (R = 0.664, 0.521, and 0.653, respectively, P < 0.001 for all) by Pearson's method. Using multiple linear regression analysis, anatomy scores could be predicted by pre-MD GPA, student satisfaction with anatomy, the percentage of expected reading, monthly earnings, reading after class and near exam time, and duration of sleeping periods near exam time (R = 0.773, R(2) = 0.598, P < 0.001). Physiology scores could be estimated by pre-MD GPA, the percentage of expected reading, monthly earnings, and percentage of those who fell asleep during class and near exam time (R = 0.722, R(2) = 0.521, P < 0.001). Biochemistry scores could be calculated by pre-MD GPA, the percentage of expected reading, motivation to study medicine, student satisfaction with biochemistry, and exam performance expectations (R = 0.794, R(2) = 0.630, P < 0.001). In conclusion, pre-MD GPA and the percentage of expected reading are factors involved in producing good academic results in the first preclinical year. Anatomy and biochemistry, but not physiology, scores are influenced by satisfaction.

What are the predictor variables of social well-being among the medical science students?

PubMed

Javadi-Pashaki, Nazila; Darvishpour, Azar

2018-01-01

Individuals with social well-being can cope more successfully with major problems of social roles. Due to the social nature of human life, it cannot be ignored to pay attention the social aspect of health. The purpose of this study was to identify variables that predict the social well-being of medical students. A descriptive-analytical study was conducted on 489 medical science students of Gilan Province, the North of Iran, during May to September 2016. The samples were selected using quota sampling method. Research instrument was a questionnaire consisting of two parts: demographic section and Keyes social well-being questionnaire. Data analysis was done using SPSS software version 19 and with descriptive and inferential statistics (t-test, ANOVA, and linear regression). The results showed that majority of the students had average social well-being. Furthermore, a significant relationship between the academic degree ( P = 0.009), major ( P = 0.0001), the interest and field's satisfaction ( P = 0.0001), and social well-being was seen. The results of linear regression model showed that four variables (academic degree, major, group membership, and the interest and field's satisfaction) were significantly associated with the social well-being ( P < 0.05). The findings demonstrate that the different effects of the demographic factors on social well-being and the need for further consideration of these factors are obvious. Thus, health and education authorities are advised to pay attention students' academic degree, major, group membership, and the interest and field's satisfaction to upgrade and maintain the level of their social well-being.

Nursing students' satisfaction of the clinical learning environment: a research study.

PubMed

Papastavrou, Evridiki; Dimitriadou, Maria; Tsangari, Haritini; Andreou, Christos

2016-01-01

The acquisition of quality clinical experience within a supportive and pedagogically adjusted clinical learning environment is a significant concern for educational institutions. The quality of clinical learning usually reflects the quality of the curriculum structure. The assessment of the clinical settings as learning environment is a significant concern within the contemporary nursing education. The nursing students' satisfaction is considered as an important factor of such assessment, contributing to any potential reforms in order to optimize the learning activities and achievements within clinical settings. The aim of the study was to investigate nursing students' satisfaction of the clinical settings as learning environments. A quantitative descriptive, correlational design was used. A sample of 463 undergraduate nursing students from the three universities in Cyprus were participated. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T). Nursing students were highly satisfied with the clinical learning environment and their satisfaction has been positively related to all clinical learning environment constructs namely the pedagogical atmosphere, the Ward Manager's leadership style, the premises of Nursing in the ward, the supervisory relationship (mentor) and the role of the Nurse Teacher (p < 0.001). Students who had a named mentor reported more satisfied with the supervisory relationship. The frequency of meetings among the students and the mentors increased the students' satisfaction with the clinical learning environment. It was also revealed that 1st year students were found to be more satisfied than the students in other years. The supervisory relationship was evaluated by the students as the most influential factor in their satisfaction with the clinical learning environment. Student's acceptance within the nursing team and a well-documented individual nursing care is also related with students' satisfaction. The pedagogical atmosphere is considered pivotal, with reference to students' learning activities and competent development within the clinical setting. Therefore, satisfaction could be used as an important contributing factor towards the development of clinical learning environments in order to satisfy the needs and expectations of students. The value of the development of an organized mentorship system is illustrated in the study.

Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload.

PubMed

Basson, Mariëtta J; Rothmann, Sebastiaan

2018-04-01

Self-determination theory (SDT) provides a model to improve pharmacy students' well-being or functioning in their study context. According to SDT, students need a context that satisfies their needs for autonomy, relatedness and competence in order to function optimally. Contextual factors that could have an impact on a student's functioning are lecturers, family, peers and workload. To investigate whether there is a difference between the contributions family, lecturers, peers and workload make towards the satisfaction of pharmacy students' basic psychological needs within a university context. An electronic survey was administered amongst students registered with the North-West University's School of Pharmacy. Registered pharmacy students, 779, completed said electronic survey comprised of a questionnaire on demographics, BMPN (Balanced Measure of Psychological Needs) and self-developed ANPNS (Antecedents of Psychological Need-satisfaction Scale). Data derived from the afore-going was analysed with the aid of structural equation modelling (SEM). Structural equation modelling explained 46%, 25% and 30% respectively of the total group's variances in autonomy, competence and relatedness satisfaction, and 26% of the variance in psychological need frustration. Peers and family played a significant role in the satisfaction of students' need for autonomy, relatedness and competence, whilst workload seemingly hampered satisfaction with regards to relatedness and autonomy. Workload contributed towards frustration with regards to psychological need satisfaction. The role played by lecturers in satisfying pharmacy students' need for autonomy, relatedness and competence will also be highlighted. This study added to the body of knowledge regarding contextual factors and the impact those factors have on pharmacy students' need satisfaction by illustrating that not all factors (family, lecturers, peers and workload) can be considered equal. Lecturers ought to recognise the important role family and peers play in the emotional and mental wellbeing of students and utilise those factors in their teaching. The mechanism of basic psychological need satisfaction as described in Self-determination theory provide insight into pharmacy students' optimal functioning. Hence the influence of contextual factors, (lecturers, peers, family and workload) on the need satisfaction was investigated by means of a survey. The structural model explained 46%, 25% and 30% of the variances in autonomy, competence and relatedness satisfaction and 26% of the variance in psychological need frustration. Family and Peer support contributed the most to the variance explained of the variables. Lecturers should acknowledge this important role of family and peers and utilise this premise when they design learning encounters. Copyright © 2017 Elsevier Inc. All rights reserved.

Communication competence, social support, and depression among college students: a model of facebook and face-to-face support network influence.

PubMed

Wright, Kevin B; Rosenberg, Jenny; Egbert, Nicole; Ploeger, Nicole A; Bernard, Daniel R; King, Shawn

2013-01-01

This study examined the influence of the social networking site Facebook and face-to-face support networks on depression among (N = 361) college students. The authors used the Relational Health Communication Competence Model as a framework for examining the influence of communication competence on social support network satisfaction and depression. Moreover, they examined the influence of interpersonal and social integrative motives as exogenous variables. On the basis of previous work, the authors propose and test a theoretical model using structural equation modeling. The results indicated empirical support for the model, with interpersonal motives predicting increased face-to-face and computer-mediated competence, increased social support satisfaction with face-to-face and Facebook support, and lower depression scores. The implications of the findings for theory, key limitations, and directions for future research are discussed.

Longitudinal Associations Among Relationship Satisfaction, Sexual Satisfaction, and Frequency of Sex in Early Marriage.

PubMed

McNulty, James K; Wenner, Carolyn A; Fisher, Terri D

2016-01-01

The current research used two 8-wave longitudinal studies spanning the first 4-5 years of 207 marriages to examine the potential bidirectional associations among marital satisfaction, sexual satisfaction, and frequency of sex. All three variables declined over time, though the rate of decline in each variable became increasingly less steep. Controlling for these changes, own marital and sexual satisfaction were bidirectionally positively associated with one another; higher levels of marital satisfaction at one wave of assessment predicted more positive changes in sexual satisfaction from that assessment to the next and higher levels of sexual satisfaction at one wave of assessment predicted more positive changes in marital satisfaction from that assessment to the next. Likewise, own sexual satisfaction and frequency of sex were bidirectionally positively associated with one another. Additionally, partner sexual satisfaction positively predicted changes in frequency of sex and own sexual satisfaction among husbands, yet partner marital satisfaction negatively predicted changes in both frequency of sex and own sexual satisfaction. Controlling these associations, marital satisfaction did not directly predict changes in frequency of sex or vice versa. Only the association between partner sexual satisfaction and changes in own sexual satisfaction varied across men and women and none of the key effects varied across the studies. These findings suggest that sexual and relationship satisfaction are intricately intertwined and thus that interventions to treat and prevent marital distress may benefit by targeting the sexual relationship and interventions to treat and prevent sexual distress in marriage may benefit by targeting the marital relationship.

Longitudinal Associations among Relationship Satisfaction, Sexual Satisfaction, and Frequency of Sex in Early Marriage

PubMed Central

McNulty, James K.; Wenner, Carolyn A.; Fisher, Terri D.

2014-01-01

The current research used two 8-wave longitudinal studies spanning the first 4–5 years of 207 marriages to examine the potential bidirectional associations among marital satisfaction, sexual satisfaction, and frequency of sex. All three variables declined over time, though the rate of decline in each variable became increasingly less steep. Controlling for these changes, own marital and sexual satisfaction were bidirectionally positively associated with one another; higher levels of marital satisfaction at one wave of assessment predicted more positive changes in sexual satisfaction from that assessment to the next and higher levels of sexual satisfaction at one wave of assessment predicted more positive changes in marital satisfaction from that assessment to the next. Likewise, own sexual satisfaction and frequency of sex were bidirectionally positively associated with one another. Additionally, partner sexual satisfaction positively predicted changes in frequency of sex and own sexual satisfaction among husbands, yet partner marital satisfaction negatively predicted changes in both frequency of sex and own sexual satisfaction. Controlling these associations, marital satisfaction did not directly predict changes in frequency of sex or vice versa. Only the association between partner sexual satisfaction and changes in own sexual satisfaction varied across men and women and none of the key effects varied across the studies. These findings suggest that sexual and relationship satisfaction are intricately intertwined and thus that interventions to treat and prevent marital distress may benefit by targeting the sexual relationship and interventions to treat and prevent sexual distress in marriage may benefit by targeting the marital relationship. PMID:25518817

The Importance of Very High Life Satisfaction for Students' Academic Success

ERIC Educational Resources Information Center

Antaramian, Susan

2017-01-01

This study investigated whether very high levels of life satisfaction were associated with academic success at the college level. Three-hundred fifty-seven university students reported on their life satisfaction and various indicators of educational functioning. Participants with very high life satisfaction (top 10%) were compared to those with…

A Relationship Study of Student Satisfaction with Learning Online and Cognitive Load: Initial Results

ERIC Educational Resources Information Center

Bradford, George R.

2011-01-01

This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., "learning") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that…

Promoting School Engagement: Attitudes toward School among American and Japanese Youth

ERIC Educational Resources Information Center

Smith, Douglas C.; Ito, Ayako; Gruenewald, John; Yeh, Hsiu-Ling

2010-01-01

Students from the United States and Japan were surveyed with regard to their levels of satisfaction with school and factors that might facilitate or impede school satisfaction. Results indicated that females and younger students from both countries expressed greater satisfaction with school, with overall satisfaction declining in a linear fashion…

Predicting adolescent problematic online game use from teacher autonomy support, basic psychological needs satisfaction, and school engagement: a 2-year longitudinal study.

PubMed

Yu, Chengfu; Li, Xian; Zhang, Wei

2015-04-01

Problematic online game use (POGU) has become a serious global public health concern among adolescents. However, its influencing factors and mediating mechanisms remain largely unknown. This study provides the first longitudinal design to test stage-environment fit theory empirically in POGU. A total of 356 Chinese students reported on teacher autonomy support, basic psychological needs satisfaction, school engagement, and POGU in the autumn of their 7th-9th grade years. Path analyses supported the proposed pathway: 7th grade teacher autonomy support increased 8th grade basic psychological needs satisfaction, which in turn increased 9th grade school engagement, which ultimately decreased 9th grade POGU. Furthermore, 7th grade teacher autonomy support directly increased 9th grade school engagement, which in turn decreased 9th grade POGU. These findings suggest that teacher autonomy support is an important protective predictor of adolescent POGU, and basic psychological needs satisfaction and school engagement are the primary mediators in this association.

Comparison of the number of supervisors on medical student satisfaction during a child and adolescent psychiatry rotation.

PubMed

Mascioli, Kelly J; Robertson, Catharine J; Douglass, Alan B

2016-01-01

Traditionally, third-year medical students are assigned to one supervisor during their 1-week rotation in child and adolescent psychiatry. However, the majority of supervisory staff in the Division of Child and Adolescent Psychiatry opted to switch the supervision schedule to one in which some medical students are assigned to two primary supervisors. The aim of the study was to determine if students assigned to two primary supervisors had greater rotation satisfaction compared with students assigned to one primary supervisor during a 1-week clerkship rotation in child and adolescent psychiatry. A satisfaction questionnaire was sent to 110 third-year medical students who completed their child and adolescent clerkship rotation. Based on the responses, students were divided into groups depending on their number of supervisors. Questionnaire responses were compared between the groups using independent t-tests. When students who had one primary supervisor were compared to students who had two primary supervisors, the lone item showing a statistically significant difference was regarding improvement of assessment reports/progress notes. The number of supervisors does not significantly affect the satisfaction of students during a 1-week clerkship rotation in child and adolescent psychiatry. Other factors are important in rotation satisfaction.

A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

ERIC Educational Resources Information Center

Korobova, Nadia; Starobin, Soko S.

2015-01-01

This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

Does Couples’ Communication Predict Marital Satisfaction, or Does Marital Satisfaction Predict Communication?

PubMed Central

Lavner, Justin A.; Karney, Benjamin R.; Bradbury, Thomas N.

2016-01-01

The quality of communication between spouses is widely assumed to affect their subsequent judgments of relationship satisfaction, yet this assumption is rarely tested against the alternative prediction that communication is merely a consequence of spouses’ prior levels of satisfaction. To evaluate these perspectives, newlywed couples’ positivity, negativity, and effectiveness were observed four times at 9-month intervals and these behaviors were examined in relation to corresponding self-reports of relationship satisfaction. Cross-sectionally, relatively satisfied couples engaged in more positive, less negative, and more effective communication. Longitudinally, reliable communication-to-satisfaction and satisfaction-to-communication associations were identified, yet neither pathway was particularly robust. These findings raise important doubts about theories and interventions that prioritize couple communication skills as the key predictor of relationship satisfaction, while raising new questions about other factors that might predict communication and satisfaction and that strengthen or moderate their association. PMID:27152050

Prediction of Marital Satisfaction Based on Emotional Intelligence in Postmenopausal Women.

PubMed

Heidari, Mohammad; Shahbazi, Sara; Ghafourifard, Mansour; Ali Sheikhi, Rahim

2017-12-01

This study was coperinducted with the aim of prediction of marital satisfaction based on emotional intelligence for postmenopausal women. This cross-sectional study was the descriptive-correlation and with a sample size of 134 people to predict marital satisfaction based on emotional intelligence for postmenopausal women was conducted in the Borujen city. The subjects were selected by convenience sampling. Data collection tools included an emotional intelligence questionnaire (Bar-on) and Enrich marital satisfaction questionnaire. The results of this study showed a significant positive relationship between marital satisfaction and emotional intelligence ( P < 0.05, r = 0.25). Also, regression analysis showed that emotional intelligence ( β = 0.31) can predict positively and significantly marital satisfaction. Due to the positive relationship between emotional intelligence and marital satisfaction, adequacy of emotional intelligence is improved as important structural in marital satisfaction. So it seems that can with measuring emotional intelligence in reinforced marital satisfaction during menopause, done appropriate action.

Examination of University Students' Level of Satisfaction and Readiness for E-Courses and the Relationship between Them

ERIC Educational Resources Information Center

Topal, Arzu Deveci

2016-01-01

The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the…

Using Expectations and Satisfaction to Measure the Frontiers of Efficiency in Public Universities

ERIC Educational Resources Information Center

Mainardes, Emerson; Alves, Helena; Raposo, Mario

2014-01-01

Students' satisfaction with their university and course is of fundamental importance to retain students and promote their positive worth-of-mouth. The objective of this research is to analyse the level of efficiency of Portuguese public universities, according to the expectations and satisfaction of their students. To accomplish the objective,…

Do Learning Approaches of Medical Students Affect Their Satisfaction with Problem-Based Learning?

ERIC Educational Resources Information Center

Gurpinar, Erol; Kulac, Esin; Tetik, Cihat; Akdogan, Ilgaz; Mamakli, Sumer

2013-01-01

The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels…

A Comparative Analysis of Students' Satisfaction with Teaching on STEM vs. Non-STEM Programmes

ERIC Educational Resources Information Center

Pawson, Chris

2012-01-01

Recent Higher Education Funding Council research echoes previous findings that student satisfaction scores differ between subject areas (HEFCE, 2011). However, there remains a paucity of research attempting to account for this, and these differences have only been reported for final-year student satisfaction. It is unclear at what stage during a…

A Framework for Measuring Student and Staff Satisfaction with University Campus Facilities

ERIC Educational Resources Information Center

Kärnä, Sami; Julin, Päivi

2015-01-01

Purpose: The purpose of the study is to evaluate and discuss the extent of the satisfaction as perceived by the students and staff towards university facilities and services in two campuses in Finland. The aim is to analyse which facility-related factors have the greatest impacts on students' and staff's overall satisfaction.…

The Importance of Institutional Image to Student Satisfaction and Loyalty within Higher Education

ERIC Educational Resources Information Center

Brown, Robert M.; Mazzarol, Timothy William

2009-01-01

This paper outlines the findings of a study employing a partial least squares (PLS) structural equation methodology to test a customer satisfaction model of the drivers of student satisfaction and loyalty in higher education settings. Drawing upon a moderately large sample of students enrolled in four "types" of Australian universities,…

Comparison of Race-Gender, Urban-Suburban Criminal Justice College Students Satisfaction of the Police Department

ERIC Educational Resources Information Center

Verga, Christopher; Murillo, Leo; Toulon, Errol D.; Morote, Elsa-Sofia; Perry, S. Marshall

2016-01-01

This quantitative study explored criminal justice college students' satisfaction with the police. 176 college students in Suffolk County, Long Island and New York City participated in a survey. The study examined the extent to which satisfaction with the local police department differs by location (urban and suburban), gender (female and male),…

A Statistical Analysis of Education Service Quality Dimensions on Business School Students' Satisfaction

ERIC Educational Resources Information Center

Seng, Ernest Lim Kok; Ling, Tan Pei

2013-01-01

This study aims to investigate student satisfaction on quality education services provided by institutions of higher learning in Malaysia. Their level of satisfaction based primarily on the data collected through five dimensions of education service quality. A random sample of 250 students studying in an institution of higher learning was selected…

Nursing students' experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice.

PubMed

Cremonini, Valeria; Ferri, Paola; Artioli, Giovanna; Sarli, Leopoldo; Piccioni, Enrico; Rubbi, Ivan

2015-01-01

Student satisfaction is an important element of the effectiveness of clinical placement, but there is little consensus in the literature as to the preferred model of clinical experience for undergraduate nursing students. The aim of this study was assess, for each academic year, students' perception of the roles of nurse teachers (NT) and clinical nurse supervisors (CNS) who perform tutoring in both apprenticeship and laboratories and to identify and evaluate students' satisfaction with the environment of clinical learning. This analytic cross-sectional study was conducted in a sample of 173 nursing students in the Northern Italy. The research instrument used is the Clinical learning environment, supervision and nurse teacher (CLES+T) evaluation scale. Data were statistically analysed. 94% of our sample answered questionnaires. Students expressed a higher level of satisfaction with their training experiences. The highest mean value was in the sub-dimension "Pedagogical atmosphere on the ward". Third year students expressed higher satisfaction levels in their relationship with the CNS and lower satisfaction levels in their relationship with the NT. This result may be due to the educational model that is adopted in the course, in which the simulation laboratory didactic activities of the third year are conducted by CNS, who also supervises experiences of clinical learning in the clinical practice. The main finding in this study was that the students' satisfaction with the supervisory relationship and the role of NT depend on how supervision in the clinical practice and in the simulation laboratory is organized.

The Predictive Level of Social Media Addiction for Life Satisfaction: A Study on University Students

ERIC Educational Resources Information Center

Sahin, Cengiz

2017-01-01

Social media addiction is considered as a sort of Internet addiction. Individuals who spend too much time on social media have a desire to be notified of anything immediately, which can cause virtual tolerance, virtual communication and virtual problems. Behaviours that force the person into these actions can be explained as social media…

Using a Two-Factor Framework to Optimize Online Students' Satisfaction While Minimizing Their Dissatisfaction

ERIC Educational Resources Information Center

Watson, Firm Faith Saint Annie

2016-01-01

Students' satisfaction is a very important indicator of the caliber of online courses, a learning modality which has escalated in the last decade. Satisfaction, however, is a complex construct and most related studies assume that satisfaction is the opposite of dissatisfaction. An alternative view from the area of organizational psychology was…

Relationship between Optimism, Religiosity and Self-Esteem with Marital Satisfaction and Life Satisfaction

ERIC Educational Resources Information Center

Homaei, Rezvan; Bozorgi, Zahra Dasht; Ghahfarokhi, Maryam Sadat Mirbabaei; Hosseinpour, Shima

2016-01-01

The purpose of the current study is to investigate the relationship between Optimism, Religiosity and Self-esteem with Marital Satisfaction and Life Satisfaction in married university students. The research method was a descriptive study kind of correlation. The sample group included 200 married students that were selected using a simple random…

Relationship between Teachers' Job Satisfaction and Their Attitudes towards Students' Beliefs and Motivation

ERIC Educational Resources Information Center

Salehi, Hadi; Taghavi, Elham; Yunus, Melor Md

2015-01-01

Many studies have been done in the developed countries due to the importance of job satisfaction; however, only a limited number of studies have been conducted on teachers' job satisfaction in Iran. This study is an attempt to investigate the relationship between teachers' job satisfaction and their attitudes towards students' beliefs and…

Obtaining ABET Student Outcome Satisfaction from Course Learning Outcome Data Using Fuzzy Logic

ERIC Educational Resources Information Center

Imam, Muhammad Hasan; Tasadduq, Imran Ali; Ahmad, Abdul-Rahim; Aldosari, Fahd

2017-01-01

One of the approaches for obtaining the satisfaction data for ABET "Student Outcomes" (SOs) is to transform Course Learning Outcomes (CLOs) satisfaction data obtained through assessment of CLOs to SO satisfaction data. Considering the fuzzy nature of metrics of CLOs and SOs, a Fuzzy Logic algorithm has been proposed to extract SO…

Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

PubMed

Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

2017-06-01

Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors.

PubMed

Fröberg, Maria; Leanderson, Charlotte; Fläckman, Birgitta; Hedman-Lagerlöf, Erik; Björklund, Karin; Nilsson, Gunnar H; Stenfors, Terese

2018-03-01

To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors. A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Gustavsberg PHC Center, Stockholm County, Sweden. Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed. Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis. A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student's individual needs. However, balancing the student's level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education. High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC. Key Points Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited. We report experiences from the perspectives of students, their patients and supervisors, representing five healthcare disciplines. Students particularly valued the pedagogical atmosphere and the supervisory relationship. Patients expressed high satisfaction with the care provided. Supervisors expressed that the structure of the SRC supported the pedagogical assignment and facilitated student-centered tuition - simultaneously the altered learning environment highlighted the need for further pedagogical education. Student-run clinics in primary health care have great potential for student-regulated learning.

Quality of Community Life among Rural Residents: An Integrated Model

ERIC Educational Resources Information Center

Auh, Seongyeon; Cook, Christine C.

2009-01-01

The purpose of this research was to explore the relationships among housing satisfaction, community attachment and community satisfaction and the complex mechanisms involved in predicting community satisfaction among residents in rural communities. The role of housing satisfaction and community attachment in predicting community satisfaction was…

Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

The Interactional Effects of the Internal and External University Environment, and the Influence of Personal Values, on Satisfaction among International Postgraduate Students

ERIC Educational Resources Information Center

Arambewela, Rodney; Hall, John

2013-01-01

The article investigates the interactional effects of internal and external university learning environments, and the influence of personal values, in the satisfaction formation process of international postgraduate students from Asia. Past research on student satisfaction has been narrowly focused on certain aspects of the university internal…

The Effects of Student Verbal and Nonverbal Responsiveness on Teacher Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Mottet, Timothy P.; Beebe, Steven A.; Raffeld, Paul C.; Medlock, Amanda L.

2004-01-01

The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Over a quarter (26%) of the total variance in teacher self-efficacy and over half (53%) of the total variance in teacher job satisfaction were attributable to student verbal and nonverbal…

Influence Tactics in the Classroom and Their Relationship to Student Satisfaction

ERIC Educational Resources Information Center

Standifird, Stephen S.; Pons, Frank; Moshavi, Dan

2008-01-01

We argue that an instructor's use of influence tactics can be classified as soft, rational, and strong in nature and that the use of these tactics will have a differential impact on student satisfaction. We find support for the existence of the three categories of influence. We find that student satisfaction is positively influenced by the use of…

Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course.

PubMed

So, Hyo-Jeong

2009-01-01

This study reports findings from a case study that examined student satisfaction with a blended graduate-level course in a Masters of Public Health program. This case study used a mixed research method to collect and analyze data from the satisfaction survey and face-to-face interviews. The satisfaction survey revealed that student satisfaction with the quality of this blended course was high. Large percentages of students indicated that they would recommend this course to others and would be willing to take another distance learning course in the future. The satisfaction level was related to students' age and the number of previous distance learning courses that they had taken. Face-to-face interviews revealed that the success of this blended course was associated with the opportunities for face-to-face interaction and meaningful collaborative learning, the integration of technology components, and the course instructor. Overall findings suggest that what is important in blended learning is the integration of hard and soft technology: how to select an appropriate mode of delivery and to design instructional activities to meet the need of students and the course objectives. Implications for designing blended learning courses are discussed.

Exploring the predictive ability of two new complementary instruments for assessing effective therapeutic communication skills of dental and dental hygiene students.

PubMed

Schönwetter, Dieter J; Emmons Wener, Mickey; Mazurat, Nita; Yakiwchuk, Ben

2012-10-01

Research on the development of effective therapeutic communication skills for oral health providers is slowly evolving. One of the initial steps in this research is to identify and address gaps in the work of previous researchers. Ultimately, the educational goal of competence in communications skills development is to provide improved patient care including improved patient satisfaction. This article is the third in a series describing the development of and findings from the new complementary Patient Communication Assessment Instrument (PCAI) and Student Communication Assessment Instrument (SCAI). The aim of the study reported here was to look at the relationship between communication skills and patient and student clinician gender interactions, sociodemographic factors (e.g., age, income), and changes in these interactions with length of treatment. A total of 410 patient assessments (PCAI) and 410 matching student self-assessments (SCAI) were used for further data analysis. Patients of female student clinicians, female patients, patients of a higher and the lowest income range, and older patients reported statistically significant higher student communication scores. The PCAI identified that certain groups of patients consistently report higher scores than other groups, whereas the SCAI identified differences between male and female student clinicians. The results have implications for educational protocols, communication strategies, and the need for continued research regarding sociodemographic factors and their relationship to patient satisfaction.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

Exploring the predicted effect of social networking site use on perceived social capital and psychological well-being of Chinese international students in Japan.

PubMed

Guo, Yu; Li, Yiwei; Ito, Naoya

2014-01-01

This study investigated how social networking sites (SNSs) use by Chinese international students in Japan influenced their perceived social capital and psychological well-being. In addition, it examined how, as sojourners, Chinese international students' perceived acculturative stress varied. Data were collected from 142 Chinese international students. The results indicated that the intensity of SNS use was unable to predict individuals' perceived social capital and psychological well-being. The effect of SNS use varied according to the functions it serves. Specifically, SNS use for social and informational functions (SIF) increased individuals' levels of perceived bridging social capital and perceived life satisfaction, while SNS use for entertaining recreational functions (ERF) was unable to predict perceived social capital but increased individuals' levels of loneliness. It was also found that, in the intercultural environment, Chinese international students' levels of perceived acculturative stress were decreased by their perceived bonding social capital and increased by their perceived loneliness but had no relationship with their SNS use. Findings of the study suggest that individuals using SNSs to stay informed and connected will benefit with regard to their social network building and psychological well-being.

Does working at your marriage help? Couple relationship self-regulation and satisfaction in the first 4 years of marriage.

PubMed

Halford, W Kim; Lizzio, Alf; Wilson, Keithia L; Occhipinti, Stefano

2007-06-01

Relationship self-regulation (SR) is how much partners work at their couple relationship, and it has been hypothesized to predict relationship satisfaction. To test this hypothesis, the authors assessed 191 newlywed couples on SR and relationship satisfaction annually for 5 years. They conducted a multilevel analysis predicting satisfaction with SR as a time-varying covariate. The intercept and slope of relationship satisfaction varied across participants, and the slope showed an average slight decline for both men and women. There was mixed support for the primary hypothesis. SR cross-sectionally and prospectively predicted the intercept, but it did not predict the slope, of relationship satisfaction.

Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students' and Patients' Satisfaction.

PubMed

Jones, Vickie E; Karydis, Anastasios; Hottel, Timothy L

2017-10-01

Interprofessional and intraprofessional education (when students from two or more professions or within the same profession, respectively, learn about, from, and/or with each other) is crucial for effective interdisciplinary collaboration. The aims of this study were to assess the effectiveness of a clinical intraprofessional education program for dental and dental hygiene students, based on students' expectations and satisfaction with the program and patients' satisfaction with the team-based care. The pilot program was developed at the University of Tennessee Health Science Center College of Dentistry, where dental hygiene students were paired randomly with dental students scheduled for prophylaxis, scaling and root planing, or periodontal maintenance. Surveys with questions about the students' expectations and satisfaction were distributed to 89 senior dental students and 27 senior dental hygiene students before and after team-based procedures. Another survey was distributed to 17 patients asking about their satisfaction with the team-based care. All 27 dental hygiene students (100% response rate), 51 dental students (57.3% response rate), and all 17 patients (100% response rate) participated in the surveys. The results showed that both the dental and dental hygiene students had high expectations and were overall satisfied with the intraprofessional education. The students' expectations and perceived educational gap (difference between expectations and satisfaction) differed for the dental and dental hygiene students (p<0.001). The male dental students were also more satisfied than the female dental students (p<0.01). Overall, the program met or exceeded the students' expectations, and the patients were overwhelmingly satisfied with the team-based care. These results suggest that this intraprofessional practice model provided an effective educational experience for both dental and dental hygiene students and patients. The differences between the dental hygiene and dental students' expectations will help in the design of more effective training that promotes intraprofessional and interprofessional teamwork.

Mindfulness based stress reduction for medical students: optimising student satisfaction and engagement.

PubMed

Aherne, Declan; Farrant, Katie; Hickey, Louise; Hickey, Emma; McGrath, Lisa; McGrath, Deirdre

2016-08-18

Medical practitioners and students are at increased risk of a number of personal and psychological problems. Stress and anxiety due to work-load and study requirements are common and self-care methods are important in maintaining well-being. The current study examines perceptions of and satisfaction ratings with a mindfulness based stress reduction (MBSR) programme for 1(st) year (compulsory) and 2(nd) year (optional) Graduate Entry Medical School students. A mixed method pre and post study of Year 1 (n = 140) and Year 2 (n = 88) medical students completing a 7 week MBSR course compared student satisfaction ratings. Thematic analysis of feedback from the students on their perception of the course was also carried out. Year 1 students (compulsory course) were less satisfied with content and learning outcomes than Year 2 students (optional course) (p < .0005). Thematic analysis of year 1 student feedback identified themes including great concept, poorly executed; and less discussion, more practice. Year 2 themes included session environment and satisfaction with tutors. The MBSR course was associated with high levels of satisfaction and positive feedback when delivered on an optional basis. Catering for the individual needs of the participant and promoting a safe environment are core elements of a successful self-care programme.

Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment.

PubMed

Antohe, Ileana; Riklikiene, Olga; Tichelaar, Erna; Saarikoski, Mikko

2016-03-01

Nurses underwent different models of education during various historical periods. The recent decade in Europe has been marked with educational transitions for the nursing profession related to Bologna Declaration and enlargement of the European Union. This paper aims to explore the situation of clinical placements for student nurses and assess students' satisfaction with the learning environment in four relatively new member states of European Union: the Czech Republic, Hungary, Lithuania and Romania. The data for cross-sectional quantitative study were collected during the exploratory phase of EmpNURS Project via a web based questionnaire which utilized a part of Clinical Learning Environment scale (CLES + T). The students evaluated their clinical learning environment mainly positively. The students' utter satisfaction with their clinical placements reached a high level and strongly correlated with the supervisory model. Although the commonest model for supervision was traditional group supervision, the most satisfied students had the experience of individualised supervision. The study gives a picture of the satisfaction of students with the learning environment and, moreover, with clinical placement education of student nurses in four EU countries. The results highlight the individualized supervision model as a crucial factor of students' total satisfaction during their clinical training periods. Copyright © 2015 Elsevier Ltd. All rights reserved.

Student Satisfaction with International Student Support Services at a Mid-Atlantic University

ERIC Educational Resources Information Center

Yobol, Jean Paul

2014-01-01

This study investigated the level of satisfaction that international students experienced with student support services at a liberal arts University in the North East. The University's International Students Services Office (ISSO) is the sole point of contact for students studying under an F1 VISA. Services offered range from government…

Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

PubMed

Sole, M L; Lindquist, M

2001-01-01

Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

Student satisfaction in interactive engagement-based physics classes

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.; Gaffney, Amy L. Housley

2016-12-01

Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data (N =161 respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.

Having the Time of Their Life: College Student Stress, Dating and Satisfaction with Life.

PubMed

Coccia, Catherine; Darling, Carol A

2016-02-01

A cross-sectional design based on the family ecosystem framework was used to examine how students' time spent engaging in social interactions and personal behaviours was related to dating, stress and satisfaction with life. The data were extracted from the Parental Indulgence of Emerging Adults study and consisted of 534 students at a southeastern university. The findings indicated that the amount of time involved in non-verbal social interactions, such as texting and social networking, along with solitary activities, such as watching TV and studying, was negatively related to students' life satisfaction. In comparison, being in a relationship and talking to people on the phone were positively related to students' life satisfaction. These results have implications for family and health professionals along with university wellness centres that facilitate student health by incorporating preventative measures to help students deal with their stress. Copyright © 2014 John Wiley & Sons, Ltd.

Educational preparation for clinical nursing: the satisfaction of students and new graduates from two Australian universities.

PubMed

Milton-Wildey, Kathleen; Kenny, Patricia; Parmenter, Glenda; Hall, Jane

2014-04-01

Attrition rates among young and newly registered nurses are high; the capacity of nurse education programmes to prepare nurses for their professional role and the extent to which they are supported during the transition from student to registered nurse may be important factors. This paper examines nursing student and recent graduate satisfaction with their education, focusing on their preparation for work. A descriptive cohort design was used, combining qualitative and quantitative methods to measure and interpret satisfaction. Two Australian universities, one urban and one regional. 530 undergraduate nursing students and recent graduates from the Bachelor of Nursing programmes at the two universities. Data were collected via an online survey. Satisfaction with the programmes was measured with closed format questions covering different aspects of the programmes and a single open ended question. Responses were compared between older and younger respondents and between graduates and students at different stages of the programme. Older students were more dissatisfied than younger students with the amount and type of training and their preparation for nursing work. First year students reported the highest levels of satisfaction, and third year students the lowest. The majority of graduates and third year students thought that the programme only partly prepared them for work in nursing. The free text comments particularly highlighted concerns with the amount and quality of clinical education. Programmes need to take account of the learning requirements of students to maximise the integration of theory and skill development in hospital environments with limited staffing and resources. The clinical environment and support received impact on the quality of learning and satisfaction of student nurses. Students who are dissatisfied with their educational and clinical experiences may choose to change their career direction. © 2013.

Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

PubMed Central

2014-01-01

Background It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. Methods We carried out a cross sectional study, in August 2013, at Cercle d’Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l’Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. Results In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. Conclusion It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students and this correlation is weak. PMID:24564911

Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences.

PubMed

Bigna, Jean Joel R; Fonkoue, Loic; Tchatcho, Manuela Francette F; Dongmo, Christelle N; Soh, Dorothée M; Um, Joseph Lin Lewis N; Sime, Paule Sandra D; Affana, Landry A; Woum, Albert Ruben N; Noumegni, Steve Raoul N; Tabekou, Alphonce; Wanke, Arlette M; Taffe, Herman Rhais K; Tchoukouan, Miriette Linda N; Anyope, Kevin O; Ella, Stephane Brice E; Mouaha, Berny Vanessa T; Kenne, Edgar Y; Mbessoh, Ulrich Igor K; Tchapmi, Adrienne Y; Tene, Donald F; Voufouo, Steve S; Zogo, Stephanie M; Nouebissi, Linda P; Satcho, Kevine F; Tchoumo, Wati Joel T; Basso, Moise Fabrice; Tcheutchoua, Bertrand Daryl N; Agbor, Ako A

2014-02-24

It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students and this correlation is weak.

Stress and Life Satisfaction of Turkish College Students

ERIC Educational Resources Information Center

Kaya, Cahit; Tansey, Timothy N.; Melekoglu, Macid; Çakiroglu, Orhan

2015-01-01

This study investigated the association between perceived stress and life satisfaction of Turkish college students. The "Satisfaction with Life Scale" (Diener, Emmons, Larsen, & Griffin, 1985), the "Perceived Stress Scale" (Cohen & Williamson, 1988), and a brief demographic questionnaire were administered to 235 college…

Only-Child Status in Relation to Perceived Stress and Studying-Related Life Satisfaction among University Students in China: A Comparison with International Students

PubMed Central

Chu, Janet Junqing; Khan, Mobarak Hossain; Jahn, Heiko J.; Kraemer, Alexander

2015-01-01

Objectives University students in general face multiple challenges, which may affect their levels of perceived stress and life satisfaction. Chinese students currently face specific strains due to the One-Child Policy (OCP). The aim of this study was to assess (1) whether the levels of perceived stress and studying-related life satisfaction are associated with only-child (OC) status after controlling for demographic and socio-economic characteristics and (2) whether these associations differ between Chinese and international students. Materials and Methods A cross-sectional health survey based on a self-administrated standardised questionnaire was conducted among 1,843 (1,543 Chinese, 300 international) students at two Chinese universities in 2010–2011. Cohen’s Perceived Stress Scale (PSS-14) and Stock and Kraemer’s Studying-related Life Satisfaction Scale were used to measure perceived stress and studying-related life satisfaction respectively. Multivariable logistic regression analyses were used to examine the associations of OC status with perceived stress and studying-related life satisfaction by sex for Chinese students and international students separately. Results The Chinese non-only-children (NOCs) were more likely to come from small cities. Multivariable regression models indicate that the Chinese NOCs were more stressed than OCs (OR = 1.39, 1.11–1.74) with a stronger association in men (OR = 1.48, 1.08–2.02) than women (OR = 1.26, 0.89–1.77). NOCs were also more dissatisfied than their OC fellows in the Chinese subsample (OR = 1.37, 1.09–1.73). Among international students, no associations between OC status and perceived stress or studying-related life satisfaction were found. Conclusions To promote equality between OCs and NOCs at Chinese universities, the causes of more stress and less studying-related life satisfaction among NOCs compared to OCs need further exploration. PMID:26675032

Telepressure and College Student Employment: The Costs of Staying Connected Across Social Contexts.

PubMed

Barber, Larissa K; Santuzzi, Alecia M

2017-02-01

Telepressure is a psychological state consisting of the preoccupation and urge to respond quickly to message-based communications from others. Telepressure has been linked with negative stress and health outcomes, but the existing measure focuses on experiences specific to the workplace. The current study explores whether an adapted version of the workplace telepressure measure is relevant to general social interactions that rely on information and communication technologies. We validated a general telepressure measure in a sample of college students and found psychometric properties similar to the original workplace measure. Also, general telepressure was related to, but distinct from, the fear of missing out, self-control and technology use. Using a predictive validity design, we also found that telepressure at the beginning of the semester was related to student reports of burnout, perceived stress and poor sleep hygiene 1 month later (but not work-life balance or general life satisfaction). Moreover, telepressure was more strongly related to more negative outcomes (burnout, stress and poor sleep hygiene) and less positive outcomes (work-life balance and life satisfaction) among employed compared with non-employed students. Thus, the costs of staying connected to one's social network may be more detrimental to college students with additional employment obligations. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Assessment of Students' Satisfaction of Service Quality in Takoradi Polytechnic: The Students' Perspective

ERIC Educational Resources Information Center

Anwowie, Samuel; Amoako, Joseph; Abrefa, Amma Adomaa

2015-01-01

Higher educational institutions are increasingly placing greater emphasis on meeting students' expectations and needs as student perceptions of higher educational facilities and services are becoming more important. To investigate students' satisfaction of service quality at the Takoradi Polytechnic, a study was conducted using the SERVQUAL…

Determinants of Student and Parent Satisfaction at a Cyber Charter School

ERIC Educational Resources Information Center

Beck, Dennis E.; Maranto, Robert; Lo, Wen-Juo

2014-01-01

Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their…

Using gamification to develop academic writing skills in dental undergraduate students.

PubMed

El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan

2018-02-01

To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Predicting students' physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings.

PubMed

Standage, Martyn; Gillison, Fiona B; Ntoumanis, Nikos; Treasure, Darren C

2012-02-01

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor's Web-Based Course Instruction

ERIC Educational Resources Information Center

Olliges, Ralph

2017-01-01

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of…

Work-related stressors experienced by part-time clinical affiliate nursing faculty in baccalaureate education.

PubMed

Whalen, Kathleen S

2009-01-01

This descriptive and multivariate correlational study identifies work-related situations that were perceived as stressful in a sample of part-time clinical affiliate nursing faculty (n = 91) from a western state who teach in baccalaureate programs. The most stressful conditions include being physically and emotionally drained; working outside regular hours; dealing with the number of role expectations; and receiving inadequate monetary compensation. Subjects reported other specific stressful situations related to their work with clinical agencies, universities, and students. The researcher also examined the relationships between selected background factors (number of years of clinical teaching experience, clinical teacher education, and holding a second job), role stress, and job satisfaction. Even though this sample had a high job satisfaction rating, the variable, role stress, was shown to significantly predict job satisfaction. Lastly, implications for nurse educators in baccalaureate programs are explored.

Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction.

PubMed

Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn; Moller, Stephanie

2014-05-01

Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

Survival of the fittest: implications of self-reliance and coping for leaders and team performance.

PubMed

Daus, C S; Joplin, J R

1999-01-01

Using a laboratory methodology, the authors sought to establish an association between self-reliance (based on attachment theory) and team performance and satisfaction. Three hypotheses (direct effect, mediator, and moderator) were tested. With a sample of 187 students, the authors compared leader self-reliance characteristics with group member self-reliance characteristics (group n = 50) as predictors of group performance and satisfaction. Only group member counterdependence was predictive of decreased performance. Further, the authors examined the possible mediating and moderating effects of coping on the self-reliance-group effectiveness relationships. Coping did not mediate the relationship but did operate as a significant moderator in some instances.

An application of importance satisfaction analysis (ISA) method in improving the internship programme for Malaysia Higher Learning Institution

NASA Astrophysics Data System (ADS)

Hamid, Mohamad Shukri Abdul; Ahad, Nor Aishah; Jamil, Jastini Mohd.; Zulkifli, Malina; Yusof, Zahayu Md.

2015-12-01

Nowadays most of the university students are required to undergo internship as a requirement before graduation. Internship is very important for students to practice what they have learned in the classroom. During internship students are exposed to the actual situation of how to deal with customers and suppliers which can provide added value to the students. In the choice of company for internship, students also consider a number of things such as internship allowances, work environment, interesting work, stable work shift and other fridge benefits. Study on the importance and satisfaction of students is important to improve the internship program. Importance means how students feel important to the attributes and satisfaction means how students feel after undergoing internship. The aim of this study is to investigate the gaps between students' important and satisfaction on the internship programme and to identify the internship experience factors that need to be improved. Gap analysis has been used to show the difference between how important attributes are to the studentss and how satisfied they are with those attributes. Result shows that the attributes that has high importance and satisfaction to the students are good peer relationship, broad work experience, competitive fringe benefits, interesting work, work environment, sufficient supervisory support, appreciation and praise from manager, feeling of being a team members, able to identify self-strength and able to develop technical skills. In contrast, three attributes are considered importance but low satisfaction. These attributes are internship allowances, opportunity for self-development, and able to develop interests through practice.

Unravelling the complexities of nursing students' feedback on the clinical learning environment: a mixed methods approach.

PubMed

Salamonson, Yenna; Everett, Bronwyn; Halcomb, Elizabeth; Hutchinson, Marie; Jackson, Debra; Mannix, Judy; Peters, Kath; Weaver, Roslyn

2015-01-01

Clinical placement is an essential part of nursing education, and students' experiences on clinical placement can affect the quality of their learning. Understanding nursing students' positive and negative perceptions of clinical placement experience is therefore important. To describe nursing students' satisfaction with their clinical placement experiences and identify any variations in satisfaction based on demographic characteristics. Mixed methods - online survey with qualitative items. Four universities in Australia. Students (n=213) enrolled in an undergraduate nursing degree. Between 2010 and 2012, students completed online surveys following their clinical placement experiences. The surveys included demographic questions and the Clinical Learning Environment Inventory (CLEI-19), a 19-item tool measuring students' satisfaction with clinical placement. The surveys included two open-ended questions asking students to share their most satisfying and challenging experiences whilst on placement. Descriptive statistics and thematic analyses were undertaken. Of the 213 participants, those in health-related employment and those with English as an additional language (EAL) were less satisfied with the clinical facility and with clinical facilitator support respectively, as indicated by the CLEI-19 subscale scores. Qualitative findings showed students were positive about the opportunity to make a difference and be involved in nursing, and negative about clinical facilitator support. Nevertheless, those who were most critical in their written comments about their placement were those who only spoke English at home. Although the study found overall satisfaction with clinical placement, the lower satisfaction reported by students in health-related employment, and the mixed findings regarding language spoken and satisfaction, warrant further attention. Copyright © 2014 Elsevier Ltd. All rights reserved.

Student satisfaction and self-assessment after small group discussion in a medical ethics education program.

PubMed

Joh, Hee-Kyung; Shin, Jwa-Seop

2009-09-01

Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.

Comparison of student's satisfaction on school food service environment by the eating place and gender

PubMed Central

Jung, Jisook; Oh, Yu-jin

2009-01-01

The purpose of this study was to compare student's satisfaction with school food service environment to improve the quality of middle school meal service. A survey was conducted of 680 students (boys 246, girls 433) from 6 middle schools providing school meals from October to November 2007. The questionnaires were directly distributed to the subjects for comparison of satisfaction of school meals depending on the eating place. As for the quantity of food, classroom group (3.40) expressed significantly higher satisfaction than cafeteria group (3.16, P < 0.01), but as for the satisfaction on hygiene, classroom group (2.76) showed significantly lower satisfaction than cafeteria group (3.03, P < 0.01). About the satisfaction of school meal environment, classroom group showed more satisfaction on distribution time, eating place, eating atmosphere (P < 0.001). The classroom group showed higher satisfaction than cafeteria group in cases of quantity, diversity of types of soup, dessert, and the cost of school meal. To improve eating place and hygiene of school meal, sufficient cafeteria space and pleasant environment is needed to be established. PMID:20098582

Effects of Online Interaction and Instructor Presence on Students' Satisfaction and Success with Online Undergraduate Public Relations Courses

ERIC Educational Resources Information Center

Moore, Jensen

2014-01-01

This study examined student success, failure, withdrawal, and satisfaction in online public relations courses based on instructor-student interaction, student-student interaction, and instructor presence. Student passing rates, D/F rates, withdrawal rates, and evaluations of instruction were compiled from fifty-one online PR courses run over the…

Is Extremely High Life Satisfaction during Adolescence Advantageous?

ERIC Educational Resources Information Center

Suldo, Shannon M.; Huebner, E. Scott

2006-01-01

This study examined whether extremely high life satisfaction was associated with adaptive functioning or maladaptive functioning. Six hundred ninety-eight secondary level students completed the Students' Life Satisfaction Scale [Huebner, 1991a, School Psychology International, 12, pp. 231-240], Youth Self-Report of the Child Behavior Checklist…

Communication with Parents and Body Satisfaction in College Students

ERIC Educational Resources Information Center

Taniguchi, Emiko; Aune, R. Kelly

2013-01-01

Objective: This study examined how communication with parents is related to college students' body satisfaction. Participants and Methods: Participants ("N" = 134; 58 males and 76 females) completed a survey in March 2011 assessing body satisfaction and perceptions of communication with mothers and fathers. Results: Daughters' body…

Simulation: Perceptions of First Year Associate Degree Nursing Students

ERIC Educational Resources Information Center

Dougherty, Suzanne V.

2011-01-01

It was the purpose of this study to determine if there is a relationship between student satisfaction with high-fidelity-patient simulation experience and self-confidence in learning among student nurses. The population was associate nursing degree students. The study measured by the students' perceptions of their satisfaction and self-confidence.…

Interpreting Context to the UK's National Student (Satisfaction) Survey Data for Science Subjects

ERIC Educational Resources Information Center

Fielding, Alan; Dunleavy, Peter J.; Langan, A. Mark

2010-01-01

Universities capture and use student feedback to improve the student experience, but how should information from national scale surveys be used at local and institutional levels? The authors explored the UK's National Student (Satisfaction) Survey (NSS) data relevant to science and engineering programmes using percentages of students who were…

Targeting Rural Students with Distance Learning Courses: A Comparative Study of Determinant Attributes and Satisfaction Levels.

ERIC Educational Resources Information Center

Phillips, Melodie R.; Peters, Mary Jane

1999-01-01

A marketing course attended by 65 on-campus students and 30 accessing it via interactive video resulted in no differences in student satisfaction. Onsite students had more problems with instructor accessibility than did offsite students, possibly because instructors overcompensated to avoid isolation of the distant learners. (SK)

Gender Differences in College Student Satisfaction. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Bean, John P.; Vesper, Nick

This study assessed gender differences in student satisfaction with college to further understand what contributes to student persistence and student outcomes. The study gathered data from 494 first and second year honors students (1,000 were originally surveyed) at a large midwestern research university. Of these, 175 were male and 319 were…

Students' Interpretations of the Meanings of Questionnaire Items in the National Student Survey

ERIC Educational Resources Information Center

Bennett, Roger; Kane, Suzanne

2014-01-01

In many countries the outputs from university student satisfaction surveys are used for a variety of educational management purposes. Within the United Kingdom, the main instrument employed by state authorities to measure student satisfaction is the National Student Survey (NSS). The issue investigated by the current research related to whether…

International Student Satisfaction with Student Services at the Rochester Institute of Technology

ERIC Educational Resources Information Center

Thiuri, Phillippa

2011-01-01

While there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and…

What Satisfies Students?: Mining Student-Opinion Data with Regression and Decision Tree Analysis

ERIC Educational Resources Information Center

Thomas, Emily H.; Galambos, Nora

2004-01-01

To investigate how students' characteristics and experiences affect satisfaction, this study uses regression and decision tree analysis with the CHAID algorithm to analyze student-opinion data. A data mining approach identifies the specific aspects of students' university experience that most influence three measures of general satisfaction. The…

Institutional Resource Allocation, Student Engagement, and Student Satisfaction at Ontario Universities

ERIC Educational Resources Information Center

Malik, Alana Jayne

2010-01-01

This study examined the relationship between institutional expenditures in student services, levels of student engagement, and measures of student satisfaction across 18 (out of 19) universities in the Province of Ontario, Canada. Information regarding these variables for each institution was assembled from four extant datasets: (a) the "2006…

Adult student satisfaction in an accelerated RN-to-BSN program: a follow-up study.

PubMed

Boylston, Mary T; Jackson, Christina

2008-01-01

This mixed-method study revealed accelerated RN-to-BSN (bachelor of science in nursing) students' levels of satisfaction with a wide range of college services in a small university. Building on seminal research on the topic [Boylston, M. T., Peters, M. A., & Lacey, M. (2004). Adult student satisfaction in traditional and accelerated RN-to-BSN programs. Journal of Professional Nursing, 20, 23-32.], the Noel-Levitz Adult Student Priorities Survey (ASPS) and qualitative interview data revealed primary factors involved in nontraditional (adult) accelerated RN-to-BSN student satisfaction. The ASPS assesses both satisfaction with and importance of the following factors: academic advising effectiveness, academic services, admissions and financial aid effectiveness, campus climate, instructional effectiveness, registration effectiveness, safety and security, and service excellence. Of these factors, participants considered instructional effectiveness and academic advising effectiveness as most important and concomitantly gave high satisfaction ratings to each. In contrast, convenience of the bookstore, counseling services, vending machines, and computer laboratories were given low importance ratings. The participants cited convenience as a strong marketing factor. Loss of financial aid or family crisis was given as a reason for withdrawal and, for most students, would be the only reason for not completing the BSN program. Outcomes of this investigation may guide faculty, staff, and administrators in proactively creating an educational environment in which a nontraditional student can succeed.

Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

PubMed

Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

2016-01-01

This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

Quick returns and night work as predictors of sleep quality, fatigue, work-family balance and satisfaction with work hours.

PubMed

Dahlgren, Anna; Tucker, Philip; Gustavsson, Petter; Rudman, Ann

2016-01-01

Quick returns (intervals of <11 h between the end of one shift and the start of the next) are associated with short sleeps and fatigue on the subsequent shift. Recent evidence suggests that shift workers regard quick returns as being more problematic than night work. The current study explored quick returns and night work in terms of their impact on sleep, unwinding, recovery, exhaustion, satisfaction with work hours and work-family interference. Data from the 2006 cohort of Swedish nursing students within the national Longitudinal Analysis of Nursing Education (LANE) study were analysed (N = 1459). Respondents completed a questionnaire prior to graduation (response rate 69.2%) and 3 years after graduation (65.9%). The analyses examined associations between frequency of quick returns and night work and measures taken in year three, while adjusting for confounding factors (in year three and prior graduation). Frequency of quick returns was a significant predictor of poor sleep quality, short sleeps, unwinding, exhaustion, satisfaction with work hours and work-to-family interference, with higher frequency predicting more negative outcomes. Quick returns did not predict recovery after rest days. Frequency of night work did not predict any of the outcomes. In conclusion, quick returns were an important determinant of sleep, recovery and wellbeing, whereas night work did not show such an association.

Learning primary care in medical school: does specialty or geographic location of the teaching site make a difference?

PubMed

Irigoyen, M M; Kurth, R J; Schmidt, H J

1999-05-01

The Liaison Committee on Medical Education mandates a core curriculum in primary care but does not specify its content or structure. In this study, we explored the question of whether primary care specialty or geographic location affects student learning and satisfaction. From 1994 to 1996, 294 third-year medical students at one medical school in New York state were randomly assigned to multiple teaching sites for a required 5-week primary care clerkship. Independent predictor variables were primary care specialty of the preceptor (family medicine, medicine, pediatrics, or joint medicine and pediatrics) and geographic location of the site (urban, suburban, rural). Outcome measures included four areas of student satisfaction, one of patient volume, and two of student performance. Primary care specialty had no detectable association with the outcome measures, except for a lower rating of patient diversity in pediatric experiences (P <0.001). Geographic location of the site had a significant association with all measures of student satisfaction and patient volume (all P values <0.001). Students at rural sites rated the experience more highly and saw on average 15 more patients per rotation. Ratings of student satisfaction remained high after adjusting for patient volume. Primary care specialty and geographic location did not influence student performance in the clerkship or scores on standardized patient examination. Rural geographic location of teaching site, but not primary care specialty, was associated with higher student satisfaction. However, higher student satisfaction ratings did not correspond to better student performance. Provided that all sites meet the screening criteria for inclusion in a teaching program, these findings support the continued development of high-quality, heterogeneous, interdisciplinary, primary care experiences.

Specialty satisfaction, positive psychological capital, and nursing professional values in nursing students: A cross-sectional survey.

PubMed

Woo, Chung Hee; Park, Ju Young

2017-10-01

Ideally, college majors should be chosen to achieve self-realization and correspond to self-concept. However, some students select a major based on extrinsic factors, rather than aptitude or interests, because of a lack of employment opportunities. If they have negative college experiences with an unsatisfactory major, they might not engage fully in their occupation following graduation. This study aimed to identify factors affecting specialty satisfaction in preclinical practice nursing-college students. A cross-sectional descriptive survey. A nonprobability convenience sample of 312 nursing-college students at colleges in Deajeon City, South Korea. The survey questionnaire was distributed to those who agreed to participate. Freshmen and sophomore nursing students (n=312). Participants were 312 students at colleges in Deajeon City. A structured questionnaire was used to collect data, which were analyzed using SPSS/WIN. Positive psychological capital and nursing professional values were positively correlated with specialty satisfaction. Significant predictors for specialty satisfaction included hope and optimism (as components of positive psychological capital), the roles of nursing service and originality of nursing (as nursing professional values), and aptitude/interests and job value (as motives for selecting a major). The findings suggested that nursing students' specialty satisfaction was partially linked to positive psychological capital and professional values. Therefore, the promotion of positive factors should be useful in enhancing specialty satisfaction in preclinical-practice nursing-college students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Job and organizational determinants of nursing home employee commitment, job satisfaction and intent to turnover.

PubMed

Karsh, B; Booske, B C; Sainfort, F

2005-08-15

The purpose of this study was to examine whether job characteristics, the work environment, participation in quality improvement activities and facility quality improvement environment predicted employee commitment and job satisfaction in nursing homes, and whether those same predictors and commitment and satisfaction predicted turnover intention. A total of 6,584 nursing home employees from 76 nursing homes in a midwestern state participated. A self-administered questionnaire was used to collect the data. The results supported the hypotheses that job and organizational factors predicted commitment and satisfaction while commitment and satisfaction predicted turnover intentions. The implications for retaining nursing home employees are discussed.

Perspectives: Using Critical Incidents to Understand ESL Student Satisfaction

ERIC Educational Resources Information Center

Walker, John

2015-01-01

In a marketized environment, ESL providers, in common with other postcompulsory educational institutions, canvass student satisfaction with their services. While the predominant method is likely to be based on tick-box questionnaires using Likert scales that measure degrees of satisfaction, qualitative methodology is an option when rich data is…

The Main Components of Satisfaction with E-Learning

ERIC Educational Resources Information Center

Martín-Rodríguez, Óscar; Fernández-Molina, Juan Carlos; Montero-Alonso, Miguel Ángel; González-Gómez, Francisco

2015-01-01

Satisfaction on the part of the students plays an important role when teachers, their course programmes and the general quality of educational programmes are evaluated. Knowledge of the factors that influence satisfaction with e-learning initiatives can help improve such courses. In this study, involving 1114 university students from southern…

Course Convenience, Perceived Learning, and Course Satisfaction across Course Formats

ERIC Educational Resources Information Center

Sanford, Douglas; Ross, Douglas; Rosenbloom, Alfred; Singer, Daniel

2017-01-01

Students' desire for course convenience may lead to their preference for online courses. But in their desire for convenience, are students sacrificing satisfaction or perceived learning? This article investigates the moderating impact of course format on the relationship between convenience and both perceived learning and satisfaction. Moderated…

A Study of Motherhood and Perceived Career Satisfaction of Women in Student Affairs

ERIC Educational Resources Information Center

Snyder, Kacee Ferrell

2011-01-01

There is limited research available on the relationship between motherhood and career satisfaction. This dissertation examined women who worked as student affairs professionals to develop a greater understanding of the relationship between motherhood and career satisfaction. The following research questions were addressed: Is there a difference…

Life Satisfaction and Family Structure among Adolescents in Hong Kong

ERIC Educational Resources Information Center

Kwan, Ying-Keung

2008-01-01

Relationships between family structure and perceived life satisfaction in overall life and five domains of the Brief Multidimensional Students' Life Satisfaction Scale, family life, friendships, school experience, myself, and where I live were examined among 4,502 Chinese adolescent secondary school students in Hong Kong. Bivariate analyses showed…

Higher Education Institutions: Satisfaction and Loyalty among International Students

ERIC Educational Resources Information Center

Paswan, Audhesh K.; Ganesh, Gopala

2009-01-01

This study empirically investigates the relationship between satisfaction with educational service augmenters and consumer loyalty within the context of the international student market. An enhanced state of consumer satisfaction, also labeled as delight, is captured by focusing on service augmenters that fall outside the domain of the core…

The impact of instituting Process-Oriented Guided-Inquiry Learning (POGIL) in a fundamental nursing course.

PubMed

Roller, Maureen C; Zori, Susan

2017-03-01

POGIL, using small groups of students, who assume the roles of leader, manager, recorder, and reflector to complete problem based activities in science courses, has demonstrated significant improvement in students' grades and course satisfaction in science courses and a nursing Fundamentals course. Using POGIL with nursing students in fundamentals nursing courses could help to improve final grades and course satisfaction while promoting active learning, critical thinking, and teamwork. To examine differences in final course grades, Assessment Technologies Institute, LLC (ATi) scores and course satisfaction in 2 groups of fundamentals nursing students where one group experienced Process Oriented Guided Inquiry Learning (POGIL) as a teaching strategy and one group did not. Satisfaction with performing in the varied roles used during POGIL was also examined. This quantitative descriptive study used a comparative design, with one group of students who experienced POGIL while analyzing case scenarios in class and a control group who did not experience POGIL. A t-test was used to compare final grades, ATi scores, and satisfaction survey results. A mid-size, private university in the northeastern United States was the setting. A convenience sample of pre-licensure baccalaureate nursing students taking Fundamental in Nursing Courses during the junior semester. The experimental group (N=63) had higher final course grades (p=0.046), better understanding of the course material (p=0.005), and greater satisfaction with grades (p=0.008) than the control group (N=75). The results of this study revealed that Fundamental nursing students who experienced POGIL had significantly higher final grades and course satisfaction compared with students who did not experience POGIL. The active learning and teamwork experienced during POGIL, may be beneficial to students as they transition to practicing nurses. Additional research using POGIL with a variety of nursing courses could be beneficial in educating undergraduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Constructs of Student-Centered Online Learning on Learning Satisfaction of a Diverse Online Student Body: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Ke, Fengfeng; Kwak, Dean

2013-01-01

The present study investigated the relationships between constructs of web-based student-centered learning and the learning satisfaction of a diverse online student body. Hypotheses on the constructs of student-centered learning were tested using structural equation modeling. The results indicated that five key constructs of student-centered…

Moving away from exhaustion: how core self-evaluations influence academic burnout.

PubMed

Lian, Penghu; Sun, Yunfeng; Ji, Zhigang; Li, Hanzhong; Peng, Jiaxi

2014-01-01

Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare. The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction. A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale. Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout. Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction.

Student satisfaction as an element of education quality monitoring in innovative higher education institution

NASA Astrophysics Data System (ADS)

Razinkina, Elena; Pankova, Ludmila; Trostinskaya, Irina; Pozdeeva, Elena; Evseeva, Lidiya; Tanova, Anna

2018-03-01

Topicality of the research is confirmed by increasing student involvement into the educational process, when not only the academic staff and administration participate in the improvement of higher education institution's activity, but also education customers - students. This adds a new dimension to the issue of monitoring education quality and student satisfaction with higher education. This issue echoes the ideas of M. Weber about the relationship between such components as cognitive motivation, personal development and student satisfaction with higher education. Besides, it is essential to focus on the approach of R. Barnet to defining the quality of education with the emphasis on a priority of development of an educational institution as the system that meets customers' needs. Monitoring student satisfaction with education quality has become an integral part of the educational process not only in a number of European universities, which have used this monitoring for decades, but also in Russian universities, which are interested in education quality improvement. Leading universities in Russia, including Peter the Great St. Petersburg Polytechnic University, are implementing policies targeted at increasing student satisfaction with higher education quality. Education quality monitoring as a key element in the system of providing feedback to students contributes greatly to this process.

Understanding the Factors That Influence Student Satisfaction with the Undergraduate Business Major

ERIC Educational Resources Information Center

Marks, Melanie Beth; Haug, James C.; Huckabee, W. Allen

2016-01-01

A survey was administered to undergraduate business students to gain insight into 34 factors influencing satisfaction, divided into curriculum matters, interaction between faculty and students, and activities beyond coursework. Students expressed a desire for experienced faculty, degree customization, and career paths through internships, with…

Online Instructor's Use of Audio Feedback to Increase Social Presence and Student Satisfaction

ERIC Educational Resources Information Center

Portolese Dias, Laura; Trumpy, Robert

2014-01-01

This study investigates the impact of written group feedback, versus audio feedback, based upon four student satisfaction measures in the online classroom environment. Undergraduate students in the control group were provided both individual written feedback and group written feedback, while undergraduate students in the experimental treatment…

Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy

ERIC Educational Resources Information Center

Frisby, Brandi N.; Goodboy, Alan K.; Buckner, Marjorie M.

2015-01-01

Extending research on instructional dissent beyond student reports, this study examined the potential for students' expressed dissent to have deleterious effects on faculty members. Instructors (N = 113) completed surveys about students' instructional dissent regarding their classes and reported their own burnout, commitment, satisfaction, and…

Troubling the Notion of Satisfied Students

ERIC Educational Resources Information Center

Gibbs, Paul; Dean, Aftab

2014-01-01

This paper investigates whether students' personal happiness is different from student satisfaction and considers if this may have consequences for university policy and management. It does this by comparing happiness and satisfaction in two cohorts of students from two United Kingdom universities. One is a distinctive research university and the…

The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

ERIC Educational Resources Information Center

Gray, Julie A.; DiLoreto, Melanie

2016-01-01

Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

An Exploratory Study of Student Satisfaction with University Web Page Design

ERIC Educational Resources Information Center

Gundersen, David E.; Ballenger, Joe K.; Crocker, Robert M.; Scifres, Elton L.; Strader, Robert

2013-01-01

This exploratory study evaluates the satisfaction of students with a web-based information system at a medium-sized regional university. The analysis provides a process for simplifying data interpretation in captured student user feedback. Findings indicate that student classifications, as measured by demographic and other factors, determine…

Chinese Students' Satisfaction of the Study Abroad Experience

ERIC Educational Resources Information Center

Wang, Qinggang; Taplin, Ross; Brown, Alistair M.

2011-01-01

Purpose: Building upon McLeod and Wainwright's paradigm for rigorous scientific assessment of study abroad programs, this paper aims to use social learning theory to assess mainland Chinese students' satisfaction of the Chinese Curtin Student Accounting Academic Programme. Design/methodology/approach: A sample of mainland Chinese students enrolled…

Gap Analysis. Student Satisfaction Survey, Spring 1995.

ERIC Educational Resources Information Center

Breindel, Matthew

In spring 1995, College of the Desert, in California, undertook a study to determine the perceptions of students at both its Copper Mountain and Palm Desert campuses regarding college services. A representative sample of students were administered a 7-point attitude scale (Student Satisfaction Survey developed by Noel-Levitz Centers, Inc.) both…

Validation of an Instrument to Measure Community College Student Satisfaction

ERIC Educational Resources Information Center

Zhai, Lijuan

2012-01-01

This article reports the development and validation of a survey instrument to measure community college students' satisfaction with their educational experiences. The initial survey included 95 questions addressing community college student experiences. Data were collected from 558 community college students during spring of 2001. An exploratory…

Higher Education Leadership: Servant Leadership and the Effects on Student Satisfaction

ERIC Educational Resources Information Center

Padron, Joshua

2012-01-01

The enormous challenge confronting higher education today in relation to its revenue shortfall, lack of student persistence and low graduation rates are problematic. The literature proposes that if an institution of higher education increases student satisfaction rates, they will increase student persistence. Also, the literature suggests that an…

College students' motivations for money and subjective well-being.

PubMed

Robak, Rostyslaw W; Chiffriller, Sheila H; Zappone, Melinda C

2007-02-01

Previous research indicates that, while making money is important to college students, it is negatively correlated with subjective well-being. This study asked 157 undergraduate business and psychology students about the importance of making money, their motives for doing so, and several dimensions of subjective well-being: satisfaction with life, self-actualization, and mood/affect. Making money remains very important to college students. Being motivated to make money was not globally related to subjective well-being, but wanting to make money to help others, to feel secure, and to feel proud of oneself were predictive of happiness or subjective well-being. Motives such as comparing oneself favorably to others, spending impulsively, and overcoming self-doubt were not correlated with subjective well-being. Business students appeared more motivated to make money than other students and also to have more negative affect.

Employed family physician satisfaction and commitment to their practice, work group, and health care organization.

PubMed

Karsh, Ben-Tzion; Beasley, John W; Brown, Roger L

2010-04-01

Test a model of family physician job satisfaction and commitment. Data were collected from 1,482 family physicians in a Midwest state during 2000-2001. The sampling frame came from the membership listing of the state's family physician association, and the analyzed dataset included family physicians employed by large multispecialty group practices. A cross-sectional survey was used to collect data about physician working conditions, job satisfaction, commitment, and demographic variables. The response rate was 47 percent. Different variables predicted the different measures of satisfaction and commitment. Satisfaction with one's health care organization (HCO) was most strongly predicted by the degree to which physicians perceived that management valued and recognized them and by the extent to which physicians perceived the organization's goals to be compatible with their own. Satisfaction with one's workgroup was most strongly predicted by the social relationship with members of the workgroup; satisfaction with one's practice was most strongly predicted by relationships with patients. Commitment to one's workgroup was predicted by relationships with one's workgroup. Commitment to one's HCO was predicted by relationships with management of the HCO. Social relationships are stronger predictors of employed family physician satisfaction and commitment than staff support, job control, income, or time pressure.

An Attitude Strength and Self-Perception Framework Regarding the Bi-directional Relationship of Job Satisfaction with Extra-Role and In-Role Behavior: The Doubly Moderating Role of Work Centrality

PubMed Central

Ziegler, Rene; Schlett, Christian

2016-01-01

Studies have identified variables either moderating the extent to which job satisfaction predicts work behavior or moderating the reverse impact of work behavior on job satisfaction. Based on an attitude strength and self-perception framework, we argue that certain variables may moderate both the predictive utility of job satisfaction for work behavior and the impact of work behavior on job satisfaction. Specifically focusing on work centrality, we hold that high work centrality renders job satisfaction a strong job attitude, whereas low work centrality renders job satisfaction a weak job attitude. Hence, the predictive utility of job satisfaction for both extra-role behavior and in-role behavior should be higher the more work is central to employees. In contrast, the influence of extra-role behavior, but not of in-role behavior, on job satisfaction should be higher the less work is central to employees. Results of a two-wave study (N = 176) were in line with these predictions. We discuss further variables that may play a similar role for the bi-directional relationship between job satisfaction and work behavior. PMID:26973556

Predicting life satisfaction of the Angolan elderly: a structural model.

PubMed

Gutiérrez, M; Tomás, J M; Galiana, L; Sancho, P; Cebrià, M A

2013-01-01

Satisfaction with life is of particular interest in the study of old age well-being because it has arisen as an important component of old age. A considerable amount of research has been done to explain life satisfaction in the elderly, and there is growing empirical evidence on best predictors of life satisfaction. This research evaluates the predictive power of some aging process variables, on Angolan elderly people's life satisfaction, while including perceived health into the model. Data for this research come from a cross-sectional survey of elderly people living in the capital of Angola, Luanda. A total of 1003 Angolan elderly were surveyed on socio-demographic information, perceived health, active engagement, generativity, and life satisfaction. A Multiple Indicators Multiple Causes model was built to test variables' predictive power on life satisfaction. The estimated theoretical model fitted the data well. The main predictors were those related to active engagement with others. Perceived health also had a significant and positive effect on life satisfaction. Several processes together may predict life satisfaction in the elderly population of Angola, and the variance accounted for it is large enough to be considered relevant. The key factor associated to life satisfaction seems to be active engagement with others.

An Attitude Strength and Self-Perception Framework Regarding the Bi-directional Relationship of Job Satisfaction with Extra-Role and In-Role Behavior: The Doubly Moderating Role of Work Centrality.

PubMed

Ziegler, Rene; Schlett, Christian

2016-01-01

Studies have identified variables either moderating the extent to which job satisfaction predicts work behavior or moderating the reverse impact of work behavior on job satisfaction. Based on an attitude strength and self-perception framework, we argue that certain variables may moderate both the predictive utility of job satisfaction for work behavior and the impact of work behavior on job satisfaction. Specifically focusing on work centrality, we hold that high work centrality renders job satisfaction a strong job attitude, whereas low work centrality renders job satisfaction a weak job attitude. Hence, the predictive utility of job satisfaction for both extra-role behavior and in-role behavior should be higher the more work is central to employees. In contrast, the influence of extra-role behavior, but not of in-role behavior, on job satisfaction should be higher the less work is central to employees. Results of a two-wave study (N = 176) were in line with these predictions. We discuss further variables that may play a similar role for the bi-directional relationship between job satisfaction and work behavior.

The Effect of Student Choice of Online Discussion Format on Tiered Achievement and Student Satisfaction

ERIC Educational Resources Information Center

Lin, ShinYi; Overbaugh, Richard C.

2007-01-01

This study investigated whether providing students with the choice of chat versus threaded discussion boards for online discourse is an effective instructional strategy in terms of student learning and satisfaction. The sample was teacher education students enrolled in face-to-face (FTF) and online sections of one undergraduate foundations course.…

WIL Curriculum Design and Student Learning: A Structural Model of Their Effects on Student Satisfaction

ERIC Educational Resources Information Center

Smith, Calvin; Worsfold, Kate

2014-01-01

With the increasing adoption of work-integrated learning (WIL) as a feature of curricula, the idea of student satisfaction takes on a new dimension--students' experiences on placement are not routinely under the control of university academic staff, yet universities will ultimately be held responsible for the quality of students' placement…

The Structure of Student Satisfaction with College Services: A Latent Class Model

ERIC Educational Resources Information Center

Adwere-Boamah, Joseph

2011-01-01

Latent Class Analysis (LCA) was used to identify distinct groups of Community college students based on their self-ratings of satisfaction with student service programs. The programs were counseling, financial aid, health center, student programs and student government. The best fitting model to describe the data was a two Discrete-Factor model…

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors

PubMed Central

Fröberg, Maria; Leanderson, Charlotte; Fläckman, Birgitta; Hedman-Lagerlöf, Erik; Björklund, Karin; Nilsson, Gunnar H.; Stenfors, Terese

2018-01-01

Objective To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors. Design A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Setting Gustavsberg PHC Center, Stockholm County, Sweden. Subjects Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed. Main outcome measures Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis. Results A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student’s individual needs. However, balancing the student’s level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education. Conclusions High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC. Key Points Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited. We report experiences from the perspectives of students, their patients and supervisors, representing five healthcare disciplines. Students particularly valued the pedagogical atmosphere and the supervisory relationship. Patients expressed high satisfaction with the care provided. Supervisors expressed that the structure of the SRC supported the pedagogical assignment and facilitated student-centered tuition – simultaneously the altered learning environment highlighted the need for further pedagogical education. Student-run clinics in primary health care have great potential for student-regulated learning. PMID:29368978

Self-reported comfort treating severe mental illnesses among pre-doctoral graduate students in clinical psychology.

PubMed

Buck, Benjamin; Romeo, Katy Harper; Olbert, Charles M; Penn, David L

2014-12-01

One possible explanation for the dearth of psychologists working in severe mental illness (SMI) areas is a lack of training opportunities. Recent studies have shown that while training opportunities have increased, there remain fewer resources available for SMI training compared to other disorders. Examines whether students express discomfort working with this population and whether they are satisfied with their level of training in SMI. One-hundred sixty-nine students currently enrolled in doctoral programs in clinical psychology in the United States and Canada were surveyed for their comfort treating and satisfaction with training related to a number of disorders. RESULTS indicate that students are significantly less comfortable treating and finding a referral for a patient with schizophrenia as well as dissatisfied with their current training in SMI and desirous of more training. Regression analyses showed that dissatisfaction with training predicted a desire for more training; however, discomfort in treating people with SMI did not predict a desire for more training in this sample. This pattern generally held across disorders. Our results suggest general discomfort among students surveyed in treating SMI compared to other disorders.

Internship training in computer science: Exploring student satisfaction levels.

PubMed

Jaradat, Ghaith M

2017-08-01

The requirement of employability in the job market prompted universities to conduct internship training as part of their study plans. There is a need to train students on important academic and professional skills related to the workplace with an IT component. This article describes a statistical study that measures satisfaction levels among students in the faculty of Information Technology and Computer Science in Jordan. The objective of this study is to explore factors that influence student satisfaction with regards to enrolling in an internship training program. The study was conducted to gather student perceptions, opinions, preferences and satisfaction levels related to the program. Data were collected via a mixed method survey (surveys and interviews) from student-respondents. The survey collects demographic and background information from students, including their perception of faculty performance in the training poised to prepare them for the job market. Findings from this study show that students expect internship training to improve their professional and personal skills as well as to increase their workplace-related satisfaction. It is concluded that improving the internship training is crucial among the students as it is expected to enrich their experiences, knowledge and skills in the personal and professional life. It is also expected to increase their level of confidence when it comes to exploring their future job opportunities in the Jordanian market. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student Satisfaction with Asynchronous Learning

ERIC Educational Resources Information Center

Dziuban, Charles; Moskal, Patsy; Brophy, Jay; Shea, Peter

2007-01-01

The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital generation. They describe a pilot study to identify the underlying dimensions of student…

Influence of obstetrical events on satisfaction and anxiety during childbirth: a prospective longitudinal study.

PubMed

Floris, Lucia; Irion, Olivier; Courvoisier, Delphine

2017-09-01

The aim of this study was to investigate the feelings of anxiety and satisfaction among 79 primiparas who had uncomplicated pregnancies, at the time of hospital admission and after birth, considering the mode of delivery, analgesia, and pain levels. Questionnaires were completed at admission to the hospital and two months after delivery, using the State-Trait Anxiety Inventory (STAI) state scale and the Labour Agentry Scale. The mean (SD) STAI state score was higher at admission (36.7 (10.7)) than 4 months after childbirth (32.1 (9.7)) (paired Student's t-test, t = 2.93; df = 78; p = .004). However, the postnatal anxiety was not associated with the mode of delivery, epidural or pain. Regarding the satisfaction with the expectations of control during childbirth, the mean (SD) score was higher before childbirth (166.0 (21.8)) than after (157.5 (33.5)) (paired Student's t-test, t = -2.28; df = 77; p = .03). The satisfaction with the childbirth experience was significantly associated with the expectations of childbirth and the mode of delivery, but not with analgesia or pain. The postnatal anxiety was associated with physical health, pain and the Edinburgh Postnatal Depression Scale score during the postpartum period. It is important to consider the temporality of perinatal anxiety in order to understand its causes. Our results indicate that the experience of childbirth was predicted in this sample by the antenatal expectations and delivery outcomes.

Changes in need satisfaction and motivation orientation as predictors of psychological and behavioural outcomes in exercise referral.

PubMed

Rahman, Rachel Jane; Thogersen-Ntoumani, Cecilie; Thatcher, Joanne; Doust, Jonathan

2011-11-01

Employing Self-Determination Theory (Deci & Ryan, 1985) as a theoretical framework, this study examined psychological need satisfaction and motivational regulations as predictors of psychological and behavioural outcomes in exercise referral (ER). ER patients (N = 293; mean age 54.49) completed the measures of motivational regulations, psychological need satisfaction, health-related quality of life, life satisfaction, anxiety, depression and physical activity at entry, exit and 6 months following the end of a supervised exercise programme. Change in (Δ) intrinsic motivation during the scheme significantly predicted adherence and Δ habitual physical activity. Δ psychological need satisfaction from entry to exit significantly predicted Δ habitual physical activity from exit to 6-month follow-up. Δ psychological need satisfaction significantly predicted Δ motivational regulation and Δ psychological outcomes. Contrary to expectations, Δ self-determined regulation did not significantly predict Δ psychological outcomes during the structured part of the scheme, however, it did significantly predict Δ in psychological outcomes from exit to 6-month follow-up. These findings expand on cross-sectional research to demonstrate that psychological need satisfaction during supervised ER longitudinally predicts motivational regulation and psychological outcomes up to 6 months after a structured programme.

Social cognitive predictors of Mexican American college students' academic and life satisfaction.

PubMed

Ojeda, Lizette; Flores, Lisa Y; Navarro, Rachel L

2011-01-01

In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed.

Computerized test versus personal interview as admission methods for graduate nursing studies: A retrospective cohort study.

PubMed

Hazut, Koren; Romem, Pnina; Malkin, Smadar; Livshiz-Riven, Ilana

2016-12-01

The purpose of this study was to compare the predictive validity, economic efficiency, and faculty staff satisfaction of a computerized test versus a personal interview as admission methods for graduate nursing studies. A mixed method study was designed, including cross-sectional and retrospective cohorts, interviews, and cost analysis. One hundred and thirty-four students in the Master of Nursing program participated. The success of students in required core courses was similar in both admission method groups. The personal interview method was found to be a significant predictor of success, with cognitive variables the only significant contributors to the model. Higher satisfaction levels were reported with the computerized test compared with the personal interview method. The cost of the personal interview method, in annual hourly work, was 2.28 times higher than the computerized test. These findings may promote discussion regarding the cost benefit of the personal interview as an admission method for advanced academic studies in healthcare professions. © 2016 John Wiley & Sons Australia, Ltd.

Online or not? A comparison of students' experiences of an online and an on-campus class.

PubMed

Mgutshini, Tennyson

2013-03-18

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students' satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students' experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an 'achievement of learning outcomes' measurement tool. Students on the online cohort performed better in areas where 'self-direction' in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

Understanding Job Satisfaction and its Relationship to Student Academic Performance

ERIC Educational Resources Information Center

Knox, Jeffrey A.; Anfara, Vincent A., Jr.

2013-01-01

There is a direct correlation between the variables of teacher job satisfaction and student academic achievement (Brookover & Lezotte, 1979; Mertler, 2002; Wynne, 1980). One would assume that schools that are not making AYP are doing everything possible to be removed from this status. One may also hypothesize that teacher job satisfaction is…

The Role of Character Strengths and Family Importance on Mexican American College Students' Life Satisfaction

ERIC Educational Resources Information Center

Vela, Javier C.; Sparrow, Gregory Scott; Ikonomopoulos, James; Gonzalez, Stacey L.; Rodriguez, Basilio

2017-01-01

We examined how character strengths and family importance influenced Mexican American college students' life satisfaction. Using multiple regression analysis, findings indicated that optimism, grit, and gratitude were significant predictors of life satisfaction. We provide a discussion regarding the importance of these findings as well as…

Life Satisfaction among High School Students with Social, Emotional, and Behavioral Problems

ERIC Educational Resources Information Center

State, Talida M.; Kern, Lee

2017-01-01

Over the last decade, there has been increased interest in measuring life satisfaction among children and adolescents as an indicator of broad well-being and happiness. Although limited, existing research with students with social, emotional, and behavioral (SEB) problems indicates they experience lower life satisfaction compared with their…

The Relationship between Conflict Communication, Self-Esteem and Life Satisfaction in University Students

ERIC Educational Resources Information Center

Arslan, Coskun; Hamarta, Erdal; Uslu, Mustafa

2010-01-01

The current study used a survey model to analyze 306 university students to investigate relationship between life satisfaction, self-esteem and conflict communication. Data were collected from the Rosenberg Self-esteem Scale, the Satisfaction with Life Scale and Conflict Communication Scale. Pearson product-moment correlation coefficients were…

Satisfaction with Career Planning and Job Placement Services at Two Year Public Colleges.

ERIC Educational Resources Information Center

Ahrens, Anne M.; Boatwright, Michael A.

1997-01-01

Describes a study which examined two-year public college students' satisfaction with career planning and job placement services. Findings include that women were more satisfied than men and that the Business Operations job cluster received the highest satisfaction rating. Also indicates that students were more satisfied with career planning than…

The Impact of Mentorship and Sponsorship on the Job Satisfaction of Female Student Affairs Administrators

ERIC Educational Resources Information Center

Friday, Yolanda Cleveland

2014-01-01

This dissertation examines the job satisfaction of mid to high level female student affairs administrators within higher education institutions in the United States. The study investigates factors related to job satisfaction as identified through Kalleberg's theory on intrinsic and extrinsic factors, and theories on mentorship and sponsorship as…

The Role of Behavioral and Cognitive Cultural Orientation on Mexican American College Students' Life Satisfaction

ERIC Educational Resources Information Center

Ojeda, Lizette; Edwards, Lisa M.; Hardin, Erin E.; Piña-Watson, Brandy

2014-01-01

We examined the role of behavioral (acculturation and enculturation) and cognitive cultural orientation (independent and interdependent self-construal) on Mexican American college students' life satisfaction. Analyses explained 28% of the variance in life satisfaction, with social class, grade point average, and independent self-construal being…

Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

ERIC Educational Resources Information Center

Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

2013-01-01

This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

Loyalty, Trust, Satisfaction and Participation in Universitas Terbuka Ambiance: Students' Perception

ERIC Educational Resources Information Center

Herman

2017-01-01

Factors affecting the loyalty of students in Universitas Terbuka are investigated in this paper. The aim was to elucidate how all the variables such as trust, satisfaction and participation interrelate with one another. Loyalty was the dependent variable; trust, satisfaction and participation were the independent variables. Data were accumulated…

Elements of Satisfactory Online Asynchronous Teacher Behaviour in Higher Education

ERIC Educational Resources Information Center

Smits, Anneke; Voogt, Joke

2017-01-01

In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages…

The Relationship between Instructor Servant Leadership Behaviors and Satisfaction with Instructors in an Online Setting

ERIC Educational Resources Information Center

Sahawneh, Faris George; Benuto, Lorraine T.

2018-01-01

Servant leadership has the potential to improve student satisfaction within online learning. However, the relationship between servant leadership and student satisfaction in an online environment had not yet been understood at the level of the individual instructor. The purpose of this quantitative, correlational study was to evaluate the…

The Relationship between Assertiveness and College Satisfaction in a Multicultural Population.

ERIC Educational Resources Information Center

Abston, Nathaniel, Jr.; Wesley, Andrea L.

The changing ethnic population of college students presents a need to assess college satisfaction, particularly in view of the increasing numbers of black students attending predominantly white colleges and universities. The relationship between assertiveness and college satisfaction was studied in a multicultural population of 23 black and 23…

Validating Student Satisfaction Related to Persistence, Academic Performance, Retention and Career Advancement within ODL Perspectives

ERIC Educational Resources Information Center

Sembiring, Maximus Gorky

2015-01-01

Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was…

Considering Attachment and Partner Perceptions in the Prediction of Physical and Emotional Sexual Satisfaction.

PubMed

Øverup, Camilla S; Smith, C Veronica

2017-01-01

Attachment theory provides a framework for understanding sexual satisfaction; in general, research suggests that attachment anxiety and avoidance are associated with decreased sexual satisfaction. Given their different working models of self and other, perceptions of the partner's level of satisfaction might differentially influence people's own perceptions of satisfaction based on their attachment avoidance and anxiety. To examine the predictive value of attachment anxiety and avoidance and perceptions of partner satisfaction in predicting physical and emotional satisfaction after sexual interactions in two studies. Participants (study 1, n = 52; study 2, n = 144) completed a one-time survey containing a measurement of attachment and then reported on their physical and emotional sexual satisfaction after each sexual interaction over the course of 2 to 3 weeks. The Experiences in Close Relationships Scale-Revised was completed during the one-time survey, and ratings of personal physical and emotional sexual satisfaction (studies 1 and 2) and perceptions of partner's physical and emotional satisfaction were completed after sexual interactions (study 2). Greater attachment avoidance was associated with lesser physical and emotional satisfaction. Moreover, when perceiving the partner to be emotionally satisfied, people with more attachment avoidance reported less emotional satisfaction for themselves. For greater attachment anxiety, greater perceived partner satisfaction (physical and emotional) predicted greater personal satisfaction of the two types. The findings support attachment theory as a valuable lens through which to study sexual satisfaction. Moreover, the results suggest that it is important to consider perceptions of partner sexual satisfaction in understanding the sexual satisfaction of people who demonstrate attachment anxiety and avoidance. Copyright © 2016 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

Development and validation of the Acculturative Stress Scale for Chinese College Students in the United States (ASSCS).

PubMed

Bai, Jieru

2016-04-01

Chinese students are the biggest ethnic group of international students in the United States. This study aims to develop a reliable and valid scale to accurately measure their acculturative stress. A 72-item pool was sent online to Chinese students and a five-factor scale of 32 items was generated by exploratory factor analysis. The five factors included language insufficiency, social isolation, perceived discrimination, academic pressure, and guilt toward family. The Acculturative Stress Scale for Chinese Students demonstrated high reliability and initial validity by predicting depression and life satisfaction. It was the first Chinese scale of acculturative stress developed and validated among a Chinese student sample in the United States. In the future, the scale can be used as a diagnostic tool by mental health professionals and a self-assessment tool by Chinese students. (c) 2016 APA, all rights reserved.

Feasibility of an acceptance and commitment therapy adjunctive web-based program for counseling centers.

PubMed

Levin, Michael E; Pistorello, Jacqueline; Hayes, Steven C; Seeley, John R; Levin, Crissa

2015-07-01

Web-based adjunctive tools provide a promising method for addressing the challenges college counseling centers face in meeting the mental health needs of students. The current study tested an initial adjunctive prototype based on acceptance and commitment therapy (ACT) in a pre-post open trial with 30 counselors and 82 student clients across 4 counseling centers. Results indicated high ratings of program satisfaction and usability with counselors and students. The majority of students completed at least part of the program. Significant improvements were found across almost all outcome and ACT process measures with student clients. Improvements in student outcomes were predicted by both changes in psychological inflexibility and how often counselors discussed the program with students. Results are discussed in relation to support for and future development of a flexible, adjunctive ACT program for counseling centers. (c) 2015 APA, all rights reserved).

Collaborative Online Teamwork: Exploring Students' Satisfaction and Attitudes with Google Hangouts as a Supplementary Communication Tool

ERIC Educational Resources Information Center

He, Jinxia; Huang, Xiaoxia

2017-01-01

This study examined differences in student satisfaction and perceptions of online teamwork in two cohorts of an undergraduate educational technology course: one delivered fully asynchronously and the other incorporating synchronous Google Hangouts sessions in student online teamwork. Participants included 50 undergraduate students at a large…

The Importance of Trust for Satisfaction, Motivation, and Academic Performance in Student Learning Groups

ERIC Educational Resources Information Center

Ennen, Nicole L.; Stark, Emily; Lassiter, Andrea

2015-01-01

Educators are continuing to investigate ways to improve student learning through collaboration. This study examined one avenue of increasing student group effectiveness: trust. A model of trust in student workgroups was proposed, where trust mediates the relationships between perceived similarity and individual outcomes (grades and satisfaction).…

Life Satisfaction and Perceived Meaningfulness of Learning Experience among First-Year Traditional Graduate Social Work Students

ERIC Educational Resources Information Center

Fakunmoju, Sunday; Donahue, Gilpatrick R.; McCoy, Shandria; Mengel, Alison S.

2016-01-01

Knowledge about life satisfaction and learning experience among first-year graduate students is sparse, despite its relevance to instructional decisions, academic support, and success of students. Adequate knowledge is crucial, as it may help graduate students manage personal and professional life changes associated with graduate education. Using…

Relationships between Psychological Well-Being, Happiness, and Educational Satisfaction in a Group of University Music Students

ERIC Educational Resources Information Center

Demirbatir, Rasim Erol

2015-01-01

Few studies have been conducted on music students' psychological well-being and happiness. The purpose was to assess the psychological well-being, happiness and educational satisfaction among a group of university music students. Students participated voluntarily and filled out a sociodemographic questionnaire, Depression Anxiety Stress Scale…

Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction

ERIC Educational Resources Information Center

Beqiri, Mirjeta S.; Chase, Nancy M.; Bishka, Atena

2010-01-01

The authors investigated potential factors impacting students' satisfaction with online course delivery using business students as participants. The findings suggest that the student who would be more satisfied with the delivery of online courses fits the following profile: graduate, married, resides more than 1 mile away from campus, and male.…

Teacher Support and Life Satisfaction: An Investigation with Urban, Middle School Students

ERIC Educational Resources Information Center

Guess, Pamela E.; McCane-Bowling, Sara J.

2016-01-01

This study examined the relationship between perceived teacher support and overall life satisfaction (LS) in a sample of urban middle school students. Based on correlations between measures of student perceptions related to these constructs, results indicated that student perceptions of teacher support correlated significantly with LS, with the…

Student Characteristics and Collegiate Environments That Contribute to the Overall Satisfaction with Academic Advising among College Students

ERIC Educational Resources Information Center

DeLaRosby, Hal R.

2017-01-01

Academic advising satisfaction is highly correlated with retention in higher education. Thriving Quotient survey responses were collected from undergraduate students at a private, liberal arts college in the Pacific Northwest. Using a multiple regression analysis, this study examined what "student characteristics" and "collegiate…

A Study of Student Satisfaction on Part-Time, Nontraditional MBA Students

ERIC Educational Resources Information Center

Pianki, Francis O.

2010-01-01

The purpose of this study was to answer three specific research questions regarding students within a nontraditional, part-time, two year, cohort based MBA program. How satisfied are the students with this particular program? What are the factors and their relationship that best describe overall satisfaction? Are there differences in student…

Measuring Student Satisfaction from the Student Outcomes Survey. Technical Paper

ERIC Educational Resources Information Center

Fieger, Peter

2012-01-01

The Student Outcomes Survey is an annual national survey of vocational education and training (VET) students. Since 1995, participants have been asked to rate their satisfaction with different aspects of their training, grouped under three main themes: teaching, assessment, and generic skills and learning experiences. While the composition of the…

The Effect of Team-Based Learning on Student Attitudes and Satisfaction

ERIC Educational Resources Information Center

Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gerald E.

2011-01-01

We examined student attitudes toward a team-based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were…

An Examination of Relationships between Psychosocial Satisfaction Scales in an Online Student Learning Environment

ERIC Educational Resources Information Center

Bookout, James Marshall, Jr.

2010-01-01

Research suggests that students who are satisfied with their learning experiences are typically successful and there is a fundamental theory that suggests if the expectations of students are achieved they will be return customers. This study examined the relationships between the psychosocial satisfaction scales in an online student learning…

Exploring Egyptian EFL Students' Learning Styles and Satisfaction with Web-Based Materials

ERIC Educational Resources Information Center

Aliweh, Ahmed Mahmoud

2011-01-01

Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships between these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27…

Explaining Student Interaction and Satisfaction: An Empirical Investigation of Delivery Mode Influence

ERIC Educational Resources Information Center

Johnson, Zachary S.; Cascio, Robert; Massiah, Carolyn A.

2014-01-01

How interpersonal interactions within a course affect student satisfaction differently between face-to-face and online modes is an important research question to answer with confidence. Using students from a marketing course delivered face-to-face and online concurrently, our first study demonstrates that student-to-professor and…

Student evaluation team focus groups increase students' satisfaction with the overall course evaluation process.

PubMed

Brandl, Katharina; Mandel, Jess; Winegarden, Babbi

2017-02-01

Most medical schools use online systems to gather student feedback on the quality of their educational programmes and services. Online data may be limiting, however, as the course directors cannot question the students about written comments, nor can students engage in mutual problem-solving dialogue with course directors. We describe the implementation of a student evaluation team (SET) process to permit course directors and students to gather shortly after courses end to engage in feedback and problem solving regarding the course and course elements. Approximately 16 students were randomly selected to participate in each SET meeting, along with the course director, academic deans and other faculty members involved in the design and delivery of the course. An objective expert facilitates the SET meetings. SETs are scheduled for each of the core courses and threads that occur within the first 2 years of medical school, resulting in approximately 29 SETs annually. SET-specific satisfaction surveys submitted by students (n = 76) and course directors (n = 16) in 2015 were used to evaluate the SET process itself. Survey data were collected from 885 students (2010-2015), which measured student satisfaction with the overall evaluation process before and after the implementation of SETs. Students and course directors valued the SET process itself as a positive experience. Students felt that SETs allowed their voices to be heard, and that the SET increased the probability of suggested changes being implemented. Students' satisfaction with the overall evaluation process significantly improved after implementation of the SET process. Our data suggest that the SET process is a valuable way to supplement online evaluation systems and to increase students' and faculty members' satisfaction with the evaluation process. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Food neophobia, life satisfaction and family eating habits in university students.

PubMed

Schnettler, Berta; Höger, Yesli; Orellana, Ligia; Miranda, Horacio; Lobos, Germán; Sepúlveda, José; Sanchez, Mercedes; Miranda-Zapata, Edgardo; Denegri, Marianela; Grunert, Klaus G; Salinas-Oñate, Natalia

2017-04-03

The aim of this study was to categorize university students based on their association between food neophobia and levels of subjective well-being, in general and in the food domain, and their perception of their family's eating habits. A survey was conducted among 372 university students from southern Chile. The questionnaire included the Food Neophobia Scale (FNS), Satisfaction with Life Scale (SWLS), Satisfaction with Food-related Life (SWFL), Health-related Quality of Life Index (HRQOL-4), and Family Eating Habits Questionnaire (FEHQ). Three student types were distinguished by cluster analysis: Group 1 (26.9%) had the highest scores on the FNS, SWLS and SWFL. Group 2 (40.8%) had a high score on the FNS but the lowest scores on the SWLS and SWFL. Group 3 (32.3%) had the lowest FNS score and high scores on the SWLS and SWFL. Group 2 stood out in having a low score on the FEHQ's component for cohesiveness of family eating. These results suggest that both neophobic and non-neophobic students have positive levels of satisfaction with life and food-related life, and that satisfaction among neophobic students is related to family eating patterns, especially cohesiveness in family eating.

Relationships between work-related characteristics, needs satisfaction, motivation and mental health in midwifery students.

PubMed

Ferrand, Claude; Courtois, Robert; Martinent, Guillaume; Rivière, Michèle; Rusch, Emmanuel

2017-07-01

The present study examined the relationships between work-related characteristics in internships, psychological needs satisfaction, motivation and mental health using a partial least squares path modeling. Midwifery students (N = 214; M age = 22.8 years) from three French schools completed different questionnaires online. Results showed (1) the importance of work resources (work control and social support) as protective factors of psychological needs satisfaction; and (2) the role of competence need satisfaction through motivation in the relationships between work resources and mental health. Midwifery schools should pay more attention to these two results, and take them into account in midwifery students' training.

First-Generation Undergraduate Students' Social Support, Depression, and Life Satisfaction

ERIC Educational Resources Information Center

Jenkins, Sharon Rae; Belanger, Aimee; Connally, Melissa Londono; Boals, Adriel; Duron, Kelly M.

2013-01-01

First-generation undergraduate students face challenging cross-socioeconomic cultural transitions into college life. The authors compared first- and non-first-generation undergraduate students' social support, posttraumatic stress, depression symptoms, and life satisfaction. First-generation participants reported less social support from family…

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects.

PubMed

Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

2015-01-01

In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents' SWB are discussed with regard to potential underlying processes.

The Influence of Students' and Teachers' Thinking Styles on Student Course Satisfaction and on Their Learning Process

ERIC Educational Resources Information Center

Betoret, Fernando Domenech

2007-01-01

The main purpose of this study was to examine the effect of teachers' and students' thinking styles on students' satisfaction with the course followed and on their learning process. The sample was made up of 102 instructional psychology college students who responded to two administrations of the Thinking Style Inventory, one about their teacher…

Undergraduate research internships: veterinary students' experiences and the relation with internship quality.

PubMed

Jaarsma, Debbie A D C; Muijtjens, Arno M M; Dolmans, Diana H J M; Schuurmans, Eva M; Van Beukelen, Peter; Scherpbier, Albert J J A

2009-05-01

The learning environment of undergraduate research internships has received little attention, compared to postgraduate research training. This study investigates students' experiences with research internships, particularly the quality of supervision, development of research skills, the intellectual and social climate, infrastructure support, and the clarity of goals and the relationship between the experiences and the quality of students' research reports and their overall satisfaction with internships. A questionnaire (23 items, a 5-point Likert scale) was administered to 101 Year five veterinary students after completion of a research internship. Multiple linear regression analyses were conducted with quality of supervision, development of research skills, climate, infrastructure and clarity of goals as independent variables and the quality of students' research reports and students' overall satisfaction as dependent variables. The response rate was 79.2%. Students' experiences are generally positive. Students' experiences with the intellectual and social climate are significantly correlated with the quality of research reports whilst the quality of supervision is significantly correlated with both the quality of research reports and students' overall satisfaction with the internship. Both the quality of supervision and the climate are found to be crucial factors in students' research learning and satisfaction with the internship.

Moving Away from Exhaustion: How Core Self-Evaluations Influence Academic Burnout

PubMed Central

Lian, Penghu; Sun, Yunfeng; Ji, Zhigang; Li, Hanzhong; Peng, Jiaxi

2014-01-01

Background Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare. Objective The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction. Methods A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale. Results Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout. Conclusions Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction. PMID:24489857

Suicidal Ideation, Depression, Anxiety, Stress, And Life Satisfaction Of Medical, Engineering, And Social Sciences Students.

PubMed

Naseem, Sabahat; Munaf, Seema

2017-01-01

Pursuing higher education is not an easy task as it requires hard work, dedication, and motivation. Although there are many rewards involved in growing up academically, nevertheless, it contains a few hazards too. For instance, suicidal ideation is associated with presence of depression, anxiety, and stress with low level of satisfaction with life in students finding difficulty in handling educational demands of higher education. Therefore, the present study focused on the query that whether there is any difference or not among medical, engineering, and social sciences students of city of Karachi, Pakistan in the level of suicidal ideation, depression, anxiety, stress, and life satisfaction. Using comparative group design, total 300 students (150 males and 150 females) with age range of 19-26 were selected from faculties of medical, engineering, and social sciences of different universities of Karachi, Pakistan, through purposive sampling. Respondent Profile Form, The Suicide Behaviours Questionnaire-Revised, Depression Anxiety Stress Scale-21, and Satisfaction with Life Scale were administered to assess suicidal ideation; depression, anxiety, stress; and life satisfaction, respectively, of the students. Scores were analysed through ANOVA and Post Hoc (Tukey's HSD) test using SPSS. Social sciences and engineering students were significantly higher on depression, anxiety, and stress than medical students [F (2, 297) =8.701, p=.000] whereas insignificant differences in the level of suicidal ideation [F (2, 297) =1.914, p=.149] and life satisfaction [F (2, 297) = .726, p = .485] among these students were found. With the help of these findings, it would be easier to counsel students of different disciplines in time on the lines of suggested preventive measures.

The Effect of a Computerized Teaching Assistant on Student Interaction, Student Satisfaction, and Retention Rates of Students in a Distance Course

ERIC Educational Resources Information Center

Reindl-Johnson, Cheryl

2004-01-01

The purpose of this study was to investigate the effect of a computerized teaching assistant (CTA) on student interaction, student satisfaction, and retention rates of students in a distance course. The CTA is humanoid and speaks in a human voice from recorded sound clips, to give the student the feeling that he/she is interacting with a person,…

General practitioner teachers’ job satisfaction and their medical students' wish to join the field – a correlational study

PubMed Central

2014-01-01

Background There will be increasing competition for young physicians worldwide as more and more physicians retire. While enthusiasm towards GP work is important for GP teachers as role models, satisfaction within the profession has declined. This study aims to determine if medical students’ desire to become GPs is related to the job satisfaction of their teaching GPs and explore the factors tied to this job satisfaction. Methods In this cross-sectional, correlational study, teaching GPs of the University of Bern and the fourth year medical students completing internships with them filled in separate questionnaires. Results Whether or not the GP teacher is perceived by a student to be satisfied with her/his job is correlated to that student’s satisfaction with the internship, which in turn, is correlated with student’s wish to be a GP after the internship. Results show which factors are most related to GP job satisfaction and the effect of working hours and their composition. Conclusions Medical students’ perception of their GP teachers’ job satisfaction positively affect their wish to become GPs, and their satisfaction with their internships adds to this. Enhancing the positive aspects of GP work, such as recognition, and improving negative ones, such as administrative duties, are necessary to attract medical students into the GP field. PMID:24655917

Culture, personality, and subjective well-being: integrating process models of life satisfaction.

PubMed

Schimmack, Ulrich; Radhakrishnan, Phanikiran; Oishi, Shigehiro; Dzokoto, Vivian; Ahadi, Stephan

2002-04-01

The authors examined the interplay of personality and cultural factors in the prediction of the affective (hedonic balance) and the cognitive (life satisfaction) components of subjective well-being (SWB). They predicted that the influence of personality on life satisfaction is mediated by hedonic balance and that the relation between hedonic balance and life satisfaction is moderated by culture. As a consequence, they predicted that the influence of personality on life satisfaction is also moderated by culture. Participants from 2 individualistic cultures (United States, Germany) and 3 collectivistic cultures (Japan, Mexico, Ghana) completed measures of Extraversion, Neuroticism, hedonic balance, and life satisfaction. As predicted, Extraversion and Neuroticism influenced hedonic balance to the same degree in all cultures, and hedonic balance was a stronger predictor of life satisfaction in individualistic than in collectivistic cultures. The influence of Extraversion and Neuroticism on life satisfaction was largely mediated by hedonic balance. The results suggest that the influence of personality on the emotional component of SWB is pancultural, whereas the influence of personality on the cognitive component of SWB is moderated by culture.

An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction

ERIC Educational Resources Information Center

Alsowat, Hamad

2016-01-01

This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate…

The Contextual Effect of School Satisfaction on Health-Risk Behaviors in Japanese High School Students

ERIC Educational Resources Information Center

Takakura, Minoru; Wake, Norie; Kobayashi, Minoru

2010-01-01

Background: The importance of school contextual effects on health and well-being among young people is currently recognized. This study examines the contextual effects of school satisfaction as well as the effects of individual-level school satisfaction on health-risk behaviors in Japanese high school students. Methods: Self-administered…

Identifying Factors that Contribute to the Satisfaction of Students in E-Learning

ERIC Educational Resources Information Center

Calli, Levent; Balcikanli, Cem; Calli, Fatih; Cebeci, Halil Ibrahim; Seymen, Omer Faruk

2013-01-01

There has been an increasing interest in the application of e-learning through the enhancement of internet and computer technologies. Satisfaction has appeared as a key factor in order to develop efficient course content in line with students' demands and expectations. Thus, a lot of research has been conducted on the concept of satisfaction in…

Participation Behaviour among International Students: The Role of Satisfaction with Service Augmentation and Brand Choice Attainment

ERIC Educational Resources Information Center

Elsharnouby, Tamer H.

2016-01-01

Purpose: The purpose of this paper is to integrate service marketing and higher education (HE) literature to develop and test a model that links customer participation behaviour with student overall satisfaction that stems from satisfaction with service augmentation elements. It also examines the influence of brand choice attainment on both…

Mapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools with High Ethnic Concentration

ERIC Educational Resources Information Center

Yuen, Yuet Mui Celeste; Lee, Moosung

2016-01-01

The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction…

Putting Student Evaluations into Perspective: The Course Experience Quality and Satisfaction Model (CEQS)

ERIC Educational Resources Information Center

Grace, Debra; Weaven, Scott; Bodey, Kelli; Ross, Mitchell; Weaven, Keith

2012-01-01

Although not specifically designed for this purpose, the Course Experience Questionnaire (CEQ) continues to be used as a proxy for student satisfaction. This may be due to a lack of appropriate alternative measures, or a clear understanding of the relationship between quality and satisfaction. This study, therefore, examines the CEQ dimensions…

Student Satisfaction With Blackboard-Style Videos.

PubMed

Wolf, Andrew B; Peyre, Sarah E

2018-04-19

Blackboard-style videos with simple drawings illustrating concepts have become immensely popular in recent years. However, there has been no published research evaluating their efficacy in nursing education. This pilot study evaluates the use of blackboard-style videos in an online pathophysiology course. Quantitative and qualitative evaluation data were analyzed to evaluate student satisfaction. The data indicated that students were highly satisfied with the course and the delivery of content using blackboard-style videos. The qualitative analysis uncovered two key themes explaining the high level of satisfaction: visual plus narrative explanations support learning and student control over pacing enhances learning.

Exploring healthy eating among ethnic minority students using mobile technology: Feasibility and adherence.

PubMed

Rodgers, Rachel F; Franko, Debra L; Shiyko, Mariya; Intille, Stephen; Wilson, Kelcey; O'Carroll, Dympna; Lovering, Meghan; Matsumoto, Atsushi; Iannuccilli, Alyssa; Luk, Stephanie; Shoemaker, Helen

2016-09-01

Interventions aiming to help ethnically diverse emerging adults engage in healthy eating have had limited success. The aim of this study was to assess the feasibility of and adherence to an intervention capitalizing on mobile technology to improve healthy eating. Participants created an online photo food journal and received motivational text messages three times a day. Satisfaction with the intervention was assessed, as were control variables including depression and body dissatisfaction. In addition, weight and height were measured. Levels of adherence to the photo food journal were high with approximately two photos posted a day at baseline. However, adherence rates decreased over the course of the study. Body dissatisfaction positively predicted adherence, while body mass index negatively predicted study satisfaction. Mobile technology provides innovative avenues for healthy eating interventions. Such interventions appear acceptable and feasible for a short period; however, more work is required to evaluate their viability regarding long-term engagement. © The Author(s) 2015.

Does Higher Education Service Quality Effect Student Satisfaction, Image and Loyalty? A Study of International Students in Malaysian Public Universities

ERIC Educational Resources Information Center

Ali, Faizan; Zhou, Yuan; Hussain, Kashif; Nair, Pradeep Kumar; Ragavan, Neethiahnanthan Ari

2016-01-01

Purpose: The purpose of this study is to investigate the effect of Malaysian public universities' service quality on international student satisfaction, institutional image and loyalty. Design/methodology/approach: A total number of 400 questionnaires were distributed to international students, selected using convenience sampling technique, at…

Differences in Undergraduate Adult Student Satisfaction with Full-Time Faculty Advisors and Full-Time Non-Faculty Academic Advisors

ERIC Educational Resources Information Center

Moore, Kristen E.

2014-01-01

This non-experimental quantitative study investigated two groups of adult students who received academic advising from full-time faculty advisors or full-time non-faculty advisors. Differences in student satisfaction on three measures related to advisor availability, accuracy and perceived support for student educational goals were studied based…

Measuring the Quality of VET Using the Student Outcomes Survey. Occasional Paper

ERIC Educational Resources Information Center

Lee, Wang-Sheng; Polidano, Cain

2010-01-01

The aim of this report is to examine the potential use of information from the Student Outcomes Survey, including the use of student course satisfaction information and post-study outcomes, as a means of determining markers of training quality. In an analysis of the student course satisfaction measures, the authors found there are very small…

KPI Student Satisfaction Survey, 2001. Executive Summary Report.

ERIC Educational Resources Information Center

Sheridan Coll. (Ontario).

The KPI (Key Performance Indicators) Student Satisfaction Survey is a paper-based survey distributed to all students in Ontario's Colleges of Applied Arts and Technology. The results of the Sheridan College survey for 2001 are presented in this report. The student population at Sheridan for the winter 2001 survey was 9,134. A total of 6,566…

Nexus of Learning Style with Satisfaction and Success of Accounting Students: A Cross-Cultural Study at an Australian University

ERIC Educational Resources Information Center

Islam, Jesmin; Rahman, Azizur; Boland, Gregory

2011-01-01

This paper examines the associations of cultural factors and learning styles with the satisfaction and success of undergraduate accounting students in Australia. Using a structured questionnaire, responses from 189 students were collected randomly from domestic and international students enrolled in an accounting programme at the University of…

Investigating Students' Satisfaction with eLearning Courses: The Effect of Learning Environment and Social Presence

ERIC Educational Resources Information Center

Strong, Robert; Irby, Travis L.; Wynn, J. Thomas; McClure, Megan M.

2012-01-01

Student demand and budget shortages have influenced the need for land-grant institutions to offer online courses. Research has identified that online courses broaden the reach of land-grant institutions to students who may not have access to campus. Literature indicated student satisfaction in online courses should be routinely assessed in order…

Teaching Quality, Learning Satisfaction, and Academic Performance among Hospitality Students in Taiwan

ERIC Educational Resources Information Center

Ko, Wen-Hwa; Chung, Feng-Ming

2014-01-01

The purpose of this study is to examine the effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academic performance of hospitality students. This study surveys the students in hospitality departments at universities in Taiwan. A total of 406 (81.2%) valid questionnaires were received. Research results…

The Relationship between Body Image Satisfaction and Bulimia Nervosa among King Saud University Students

ERIC Educational Resources Information Center

Aljomaa, Suliman Saleh

2018-01-01

The study aimed at examining the relationship between body image satisfaction and bulimia nervosa among the students of education faculty at king said university students. The author used the tests of bulimia nervosa and body image test. The researcher verified tests reliability. Students from King Saud University randomly selected (No. 337)…

The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course

ERIC Educational Resources Information Center

Sullivan, Daniel; Colburn, Michael; Fox, Daniel E.

2013-01-01

Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate…

Student Satisfaction: The 2003 YESS Survey Results. Research Report.

ERIC Educational Resources Information Center

Howard Community Coll., Columbia, MD. Office of Planning and Evaluation.

This document is the annual student satisfaction survey completed by Howard Community College students in 2003.The respondents came from all different class sections. The survey was sent out to 2386 students and 1040 replied, which is a 44% response rate. The majority of respondents had chosen HCC due to its close proximity to home (37%) and their…

The Role of Technology: A Path Analysis of Factors Contributing to Undergraduates' Satisfaction with Their Overall University Experience

ERIC Educational Resources Information Center

Sherven, Peggy J.

2016-01-01

This study explored the factors that impact students' perception of technology benefits and their impact on overall university student satisfaction of 522 undergraduate students at a large Midwestern research university. The purpose of the study was to identify personal (input) and environmental measures that impact student's overall university…

Values Education and Student Satisfaction: German Business Students' Perceptions of Universities' Value Influences

ERIC Educational Resources Information Center

Moosmayer, Dirk C.; Siems, Florian U.

2012-01-01

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study…

Sanctification and spiritual disclosure in parent-child relationships: implications for family relationship quality.

PubMed

Brelsford, Gina M

2013-08-01

Social scientific research on family life, religion, and spirituality tends to focus on global religiousness and spirituality with few studies seeking to understand interpersonal religious and spiritual contributors, namely sanctification and spiritual disclosure, from multiple family members' perspectives. This study explored 91 mother-college student and 64 father-college student dyads who rated their use of spiritual disclosure and theistic and nontheistic sanctification of the parent-child dyad in relation to parent-child relationship quality (e.g., parent-child relationship satisfaction and open communication). Results indicate significant positive links between higher levels of spiritual disclosure and greater theistic and nontheistic sanctification, for mothers, fathers, and their children. However, only greater nontheistic sanctification and higher levels spiritual disclosure were significantly related to increased parent-child relationship quality. Through use of Actor-Partner Interdependence Models (APIMs) results indicated unique contributions of spiritual disclosure to parent-child relationship quality above nontheistic sanctification for open communication in the family. However, full models, which included nontheistic sanctification and spiritual disclosure, predict college students' relationship satisfaction with their mothers and fathers. Implications for interpersonal religiousness and spirituality as contributors to familial relationship quality in research and practice are discussed. © 2013 American Psychological Association

Multiple Goals, Satisfaction, and Achievement in University Undergraduate Education: A Student Experience in the Research University (SERU) Project Research Paper. Research & Occasional Paper Series: CSHE.2.07

ERIC Educational Resources Information Center

Roebken, Heinke

2007-01-01

This study examines the relationship between student goal orientation and student satisfaction, academic engagement, and achievement. A variety of studies has shown that the type of goal orientation determines students' cognitive and behavioral reactions as well as their educational performance. Using data on 2309 college students from the…

Antecedents and trajectories of achievement goals: a self-determination theory perspective.

PubMed

Ciani, Keith D; Sheldon, Kennon M; Hilpert, Jonathan C; Easter, Matthew A

2011-06-01

Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. One hundred and eighty-four undergraduate preservice teachers in a required domain course agreed to participate in the study. Data were collected at three time points during the semester, and both path modelling and multi-level longitudinal modelling techniques were used. Path modelling techniques with 169 students, results indicated that students' autonomy and relatedness need satisfaction in life predict their initial self-determined class motivation, which in turn predicts initial mastery-approach and -avoidance goals. Multi-level longitudinal modelling with 108 students found that perceived teacher autonomy support buffered against the general decline in students' mastery-approach goals over the course of the semester. Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories. ©2010 The British Psychological Society.

Satisfaction and Achievement: Antagonists in ATI Research on Classroom Structure.

ERIC Educational Resources Information Center

Strom, Bruce; And Others

To date, the constructive motivation hypothesis has generally been limited to educational achievement as an outcome variable, and few studies have been specifically designed to investigate student satisfaction outcomes. To measure student preferences for course structure and difficulty level and student perceptions of instructors' orientation…

Assessing Student Satisfaction in Transnational Higher Education

ERIC Educational Resources Information Center

Wilkins, Stephen; Balakrishnan, Melodena Stephens

2013-01-01

Purpose: Given that there exists in the literature relatively little research into student experiences in transnational higher education, the purpose of this paper is to identify the determinants of student satisfaction at international branch campuses in the United Arab Emirates (UAE). Design/methodology/approach: This quantitative study involved…

Off-Campus Student Housing Satisfaction

ERIC Educational Resources Information Center

Delgadillo, Lucy; Erickson, Luke V.

2006-01-01

Results from a survey of 180 students at a western university suggest that apartment manager's responsiveness and fairness explain 50% of the variance in determining student satisfaction with off-campus housing. Variables that measured aspects of the off-campus housing experience included manager fairness, likelihood of renting from the manager…

A Dimensional Analysis of College Student Satisfaction.

ERIC Educational Resources Information Center

Betz, Ellen L.; And Others

Further research on the College Student Satisfaction Questionnaire (CSSQ) is reported herein (see TM 000 049). Item responses of two groups of university students were separately analyzed by three different factor analytic methods. Three factors consistently appeared across groups and methods: Compensation, Social Life, and Working Conditions. Two…

Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.

PubMed

Roberts, John K; Chudgar, Saumil M; Engle, Deborah; McClain, Elizabeth K; Jakoi, Emma; Berkoben, Michael; Lehrich, Ruediger W

2018-03-01

The authors began a curriculum reform project to improve the experience in a Renal Physiology course for first-year medical students. Taking into account both the variety of learning preferences among students and the benefits of student autonomy, the authors hypothesized that adding digital chalk-talk videos to lecture notes and live lectures would improve student knowledge, course satisfaction, and engagement. The authors measured performance on the renal physiology exam before (the traditional curriculum) and for 2 yr after implementation of the new curriculum. During the traditional and subsequent years, students took a Q-sort survey before and after the Renal Physiology course. Satisfaction was assessed based on ranked statements in the Q sort, as well as through qualitative analysis of student commentary. Compared with the traditional curriculum, mean scores on the renal physiology final exam were higher after implementation of the new curriculum: 65.3 vs. 74.4 ( P < 0.001) with year 1 and 65.3 vs. 79.4 ( P < 0.001) in the second year. After the new curriculum, students were more likely to agree with the statement, "I wish other courses were taught like this one." Qualitative analysis revealed how the video-based curriculum improved student engagement and satisfaction. Adding digital chalk-talk videos to a traditional Renal Physiology course that included active learning led to improved exam performance and high levels of student satisfaction. Other preclinical courses in medical school may benefit from such an intervention.

A Teacher-Focused Intervention to Decrease PE Students' Amotivation by Increasing Need Satisfaction and Decreasing Need Frustration.

PubMed

Cheon, Sung Hyeon; Reeve, Johnmarshall; Song, Yong-Gwan

2016-06-01

Intervention-induced gains in need satisfaction decrease PE students' amotivation. The present study adopted a dual-process model to test whether an intervention could also decrease need frustration and hence provide a second supplemental source to further decrease students' PE amotivation. Using an experimental, longitudinal research design, 19 experienced PE teachers (9 experimental, 10 control) and their 1,017 students participated in an intervention program to help teachers become both more autonomy supportive and less controlling. Multilevel repeated measures analyses showed that students of teachers in the experimental group reported greater T2, T3, and T4 perceived autonomy support, need satisfaction, and engagement and lesser T2, T3, and T4 perceived teacher control, need frustration, and amotivation than did students of teachers in the control group. Multilevel structural equation modeling analyses confirmed the hypothesized dual-process model in which both intervention-induced increases in need satisfaction and intervention-induced decreases need frustration decreased students' end-of-semester amotivation. We discuss the theoretical and practical implications of this new finding on the dual antecedents of diminished amotivation.

A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

PubMed

Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

2011-01-01

Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p<.001. Survey responses suggested that the very small size (8-10 students) of our small groups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

Predicting Job Performance by Use of Ability Tests and Studying Job Satisfaction as a Moderating Variable

ERIC Educational Resources Information Center

Ivancevich, John M.

1976-01-01

This empirically based study of 324 technicians investigated the moderating impact of job satisfaction in the prediction of job performance criteria from ability test scores. The findings suggest that the type of job satisfaction facet and the performance criterion used are important considerations when examining satisfaction as a moderator.…

Drinking and Dating: Examining the Link between Relationship Satisfaction, Hazardous Drinking, and Readiness-to-Change in College Dating Relationships

PubMed Central

Khaddouma, Alexander; Shorey, Ryan C.; Brasfield, Hope; Febres, Jeniimarie; Zapor, Heather; Elmquist, Joanna; Stuart, Gregory L.

2015-01-01

The present study examined the influence of relationship satisfaction on readiness-to-change alcohol use and the influence of hazardous drinking on readiness-to-change relationship issues in college student dating relationships. A sample of 219 college students in a current dating relationship (aged 18–25) completed self-report measures of dating relationship satisfaction, alcohol use, readiness-to-change alcohol use, and readiness-to-change relationship issues via an online survey from August to December 2011. Participants were grouped on the basis of their scores on measures of alcohol use (hazardous drinkers vs. nonhazardous drinkers) and relationship satisfaction (high vs. low). Results indicated that alcohol use was negatively correlated with relationship satisfaction. Furthermore, hazardous drinkers with high relationship satisfaction indicated more readiness-to-change alcohol use than hazardous drinkers with low relationship satisfaction. Alcohol problems were not related to readiness-to-change relationship issues. These findings indicate that highly satisfied dating relationships during college may positively influence readiness-to-change heavy drinking habits among college students. PMID:26997754

Do Some People Need Autonomy More Than Others? Implicit Dispositions Toward Autonomy Moderate the Effects of Felt Autonomy on Well-Being.

PubMed

Schüler, Julia; Sheldon, Kennon M; Prentice, Mike; Halusic, Marc

2016-02-01

The present studies examined whether implicit or explicit autonomy dispositions moderate the relationship between felt autonomy and well-being. Study 1 (N = 187 undergraduate students) presents an initial test of the moderator hypothesis by predicting flow experience from the interaction of autonomy need satisfaction and autonomy dispositions. Study 2 (N = 127 physically inactive persons) used vignettes involving an autonomy (un)supportive coach to test a moderated mediation model in which perceived coach autonomy support leads to well-being through basic need satisfaction. Again, the effects of need satisfaction on well-being were hypothesized to be moderated by an implicit autonomy disposition. Study 1 showed that individuals with a strong implicit autonomy (but not power or achievement) motive disposition derived more flow experience from felt autonomy than individuals with a weak implicit autonomy disposition. Study 2 revealed that perceived autonomy support from sports coaches, which we experimentally induced with a vignette method, leads to autonomy satisfaction, leading in turn to positive effects on well-being. This indirect effect held at high and average but not low implicit autonomy disposition. The results indicate that the degree to which people benefit from autonomy need satisfaction depends on their implicit disposition toward autonomy. © 2014 Wiley Periodicals, Inc.

A basic need theory approach to problematic Internet use and the mediating effect of psychological distress

PubMed Central

Wong, Ting Yat; Yuen, Kenneth S. L.; Li, Wang On

2015-01-01

The Internet provides an easily accessible way to meet certain needs. Over-reliance on it leads to problematic use, which studies show can be predicted by psychological distress. Self-determination theory proposes that we all have the basic need for autonomy, competency, and relatedness. This has been shown to explain the motivations behind problematic Internet use. This study hypothesizes that individuals who are psychologically disturbed because their basic needs are not being met are more vulnerable to becoming reliant on the Internet when they seek such needs satisfaction from online activities, and tests a model in which basic needs predict problematic Internet use, fully mediated by psychological distress. Problematic Internet use, psychological distress, and basic needs satisfaction were psychometrically measured in a sample of 229 Hong Kong University students and structural equation modeling was used to test the hypothesized model. All indices showed the model has a good fit. Further, statistical testing supported a mediation effect for psychological distress between needs satisfaction and problematic Internet use. The results extend our understanding of the development and prevention of problematic Internet use based on the framework of self-determination theory. Psychological distress could be used as an early predictor, while preventing and treating problematic Internet use should emphasize the fulfillment of unmet needs. PMID:25642201

Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: a 10-year longitudinal study.

PubMed

Walkiewicz, Maciej; Tartas, Malgorzata; Majkowicz, Mikolaj; Budzinski, Waldemar

2012-01-01

Our study investigated the styles of success in the medical career in young physicians, in comparison with the same subjects examined 4-10 years earlier. The participants were first studied when they applied to the medical university (1999). Questionnaires were sent to all students each year (2000-2005). Fifty-four medical doctors participated in the first phase of the study completed a questionnaire four years after graduation. The current questionnaire included measures of burnout, satisfaction with medicine as a career, quality of life (QOL) and postgraduate examination results. Previous questionnaires had included measures of academic achievement, depression and anxiety. We can describe three different styles of success, which can be predicted during medical education. Physicians with the best professional competence have the lowest income. However, physicians with the lowest professional competence gain the highest income. Those with the highest QOL (general well-being and life satisfaction) have the lowest professional stress and vulnerability to burnout. Anxiety and academic achievement (during the second and fourth year of study) are the significant predictors of specific style belonging. Our results may be useful to medical school admissions and resident selection committees to identify candidates at risk for less satisfaction or less competence.

A basic need theory approach to problematic Internet use and the mediating effect of psychological distress.

PubMed

Wong, Ting Yat; Yuen, Kenneth S L; Li, Wang On

2014-01-01

The Internet provides an easily accessible way to meet certain needs. Over-reliance on it leads to problematic use, which studies show can be predicted by psychological distress. Self-determination theory proposes that we all have the basic need for autonomy, competency, and relatedness. This has been shown to explain the motivations behind problematic Internet use. This study hypothesizes that individuals who are psychologically disturbed because their basic needs are not being met are more vulnerable to becoming reliant on the Internet when they seek such needs satisfaction from online activities, and tests a model in which basic needs predict problematic Internet use, fully mediated by psychological distress. Problematic Internet use, psychological distress, and basic needs satisfaction were psychometrically measured in a sample of 229 Hong Kong University students and structural equation modeling was used to test the hypothesized model. All indices showed the model has a good fit. Further, statistical testing supported a mediation effect for psychological distress between needs satisfaction and problematic Internet use. The results extend our understanding of the development and prevention of problematic Internet use based on the framework of self-determination theory. Psychological distress could be used as an early predictor, while preventing and treating problematic Internet use should emphasize the fulfillment of unmet needs.

Index of satisfaction in engineering courses in Portugal based on the students perspective

NASA Astrophysics Data System (ADS)

Oliveira, Raquel; Gonçalves, A. Manuela; Vasconcelos, Rosa M.

2016-06-01

In this work we describe and characterize the student's allocation satisfaction in the Portuguese public higher education system through the students' point of view, namely, in the academic engineering programs, extending previous studies of the author's team. We compare the ratio provided by the Portuguese Education Ministry through the Institutions' point of view, demand satisfaction index with the ratio proposed, applicant's satisfaction index, for the so called post-Bologna period. The data used in this paper covers the years from 2007 to 2013, provided by the Portuguese Education Institute. Mann-Whitney and Kruskal-Wallis tests were performed in order to assess whether there are significant differences between the ratios.

Student Satisfaction as a Predictor of Retention in a Professional Online For-Profit Higher Education Institution

ERIC Educational Resources Information Center

Page, Eric; Kulick, Melinda

2016-01-01

This study expanded on prior satisfaction and retention research by exploring this relationship within the online for-profit sector. An ex post facto design was utilized at an online for-profit undergraduate institution with programs in the creative arts to explore the relationship between student satisfaction as measured by the Priorities Survey…

Validation of the Temporal Satisfaction with Life Scale in a Sample of Chinese University Students

ERIC Educational Resources Information Center

Ye, Shengquan

2007-01-01

The study aims at validating the Temporal Satisfaction With Life Scale (TSWLS; Pavot et al., 1998, "The Temporal Satisfaction With Life Scale", Journal of Personality Assessment 70, pp. 340-354) in a non-western context. Data from 646 Chinese university students (330 females and 316 males) supported the three-factor structure of the…

Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students

ERIC Educational Resources Information Center

Veldman, Ietje; Admiraal, Wilfried; van Tartwijk, Jan; Mainhard, Tim; Wubbels, Theo

2016-01-01

Many teachers experience their profession as stressful, which can have a negative impact on their job satisfaction, and may result in burnout, absenteeism, and leaving the profession. The relationship with students can have both positive and negative implications for the job satisfaction of teachers, both early and later in their careers. The…

Generalizability of Standardized Patients' Satisfaction Ratings of Their Clinical Encounter with Fourth-Year Medical Students.

ERIC Educational Resources Information Center

Vu, Nu Viet; And Others

1990-01-01

At the end of their clinical clerkship rotations, all students in one medical school's classes of 1988 (N=69), 1989 (N=63), 1990 (N=66) took the Post-Clerkship Examination. This study examined the nature of the patients' satisfaction ratings; reliability of patient satisfaction ratings and number of patients needed to derive reliable ratings; etc.…

Examining the Impact of Fit on the Job Satisfaction of Midlevel Managers in Student Affairs

ERIC Educational Resources Information Center

Lombardi, Ryan Timothy

2013-01-01

The purpose of this study was to identify the relationship of personal characteristics, job characteristics, and fit on the job satisfaction of mid-level managers in student affairs. The study was quantitative in nature and used the Job Satisfaction Survey (Spector, 1997) and several additional instruments to assess the impact of these variables…

The Impact of Student-Faculty Interaction on Academic Achievement and College Satisfaction for Black Males Attending Predominately White Institutions

ERIC Educational Resources Information Center

Hylton, Lamar R.

2013-01-01

The purpose of this study was to examine the impact of student-faculty interactions on academic achievement and college satisfaction among Black males at predominately White institutions. Specifically, the researcher sought to determine if there was a difference in levels of academic achievement and college satisfaction based on how often Black…

The Effects of the Use of Activity-Based Costing Software in the Learning Process: An Empirical Analysis

ERIC Educational Resources Information Center

Tan, Andrea; Ferreira, Aldónio

2012-01-01

This study investigates the influence of the use of accounting software in teaching activity-based costing (ABC) on the learning process. It draws upon the Theory of Planned Behaviour and uses the end-user computer satisfaction (EUCS) framework to examine students' satisfaction with the ABC software. The study examines students' satisfaction with…

Factors connected with professional satisfaction and dissatisfaction among nutrition teacher.

PubMed

Cardoso, Cleia Graziele Lima do Valle; Costa, Nilce Maria da Silva Campos

2016-08-01

Teacher satisfaction can be reflected in the success of higher education institutions to provide meaningful learning to their students. This study analyzed the professional satisfaction of nutrition teachers at a federal institution of higher education by identifying the factors that generated satisfaction and dissatisfaction for them and also the feelings that they envisioned for themselves at the end of their careers. This is a descriptive and exploratory study with a qualitative approach. A questionnaire and semi-structured interviews were performed. The results showed that 72.7% of the teachers were satisfied with their profession. In relation to satisfaction were considered: the fulfillment of a vocation; research and extension activities; the development and recognition of students and society; learning; autonomy; flexibility; and relationships with students. In relation to dissatisfaction were considered: overloading due to work, administration, bureaucratic duties and assistance; lack of interest and respect from students; relationships with colleagues and managers; devaluation in the role of teaching; large classes and poor physical infrastructure. The respondents expressed a positive attitude and had no desire to leave their profession. Further studies are required regarding factors leading to satisfaction and dissatisfaction for teachers, in order to contribute to their productivity and well-being.

A Qualitative Study to Improve the Student Learning Experience

ERIC Educational Resources Information Center

Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

2017-01-01

Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…

Compassion Fatigue among Social Work Students in Field Placements

ERIC Educational Resources Information Center

Harr, Cynthia; Moore, Brenda

2011-01-01

This pilot study, conducted with BSW and MSW field students at a public university in Southwestern United States, explored the psychological effect of compassion fatigue and compassion satisfaction on social work students in field placements. Results from the Professional Quality of Life Scale's compassion satisfaction and fatigue subscales…

Physical and Psychological Well-Being and University Student Satisfaction with E-Learning

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2015-01-01

Although research establishes that student characteristics exert considerable influence on learning outcomes, research concerned with e-learning satisfaction most typically focuses of factors associated with instructional design, curriculum and pedagogy. Fifty-eight first-year university e-students completed an online survey that queried their…

Student Participation in Academic Advising: Propensity, Behavior, Attribution and Satisfaction

ERIC Educational Resources Information Center

Braun, Jakob; Zolfagharian, Mohammadali

2016-01-01

While there is general consensus that students are more or less participants in their educational experiences, the relationship between student participation and satisfaction has not been extensively examined in higher education literature. Looking to participation research in other literatures serves as a starting point for exploring this link.…

Student Satisfaction with Online Learning: Is It a Psychological Contract?

ERIC Educational Resources Information Center

Dziuban, Charles; Moskal, Patsy; Thompson, Jessica; Kramer, Lauren; DeCantis, Genevieve; Hermsdorfer, Andrea

2015-01-01

The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with…

Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

ERIC Educational Resources Information Center

Lee, Jung-Wan

2010-01-01

This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

University Student Satisfaction: An Empirical Analysis

ERIC Educational Resources Information Center

Clemes, Michael D.; Gan, Christopher E. C.; Kao, Tzu-Hui

2008-01-01

The purpose of this research is to gain an empirical understanding of students' overall satisfaction with their academic university experiences. A hierarchal model is used as a framework for this analysis. Fifteen hypotheses are formulated and tested, in order to identify the dimensions of service quality as perceived by university students, to…

Factors Influencing New York Doctoral Graduate Student Satisfaction: A Quantitative Multiple Regression Analysis

ERIC Educational Resources Information Center

Nwenyi, Sabina E.

2013-01-01

Higher education administrators face challenges in providing a welcoming environment for doctoral students in higher education institutions. Administrators need to identify factors influencing satisfaction of this group of students to provide a supportive environment, reduce attrition rates, and promote persistence. The purpose of this…

The Benefits of Cross-Racial Engagement on the College Satisfaction of Student-Athletes

ERIC Educational Resources Information Center

Jones, Willis A.; Liu, Keke; Bell, Lydia F.

2017-01-01

Using nationally representative data from the 2010 NCAA Growth, Opportunities, Aspirations and Learning of Students in college (GOALS) survey, this study examines whether student-athletes' cross-racial interactions correlate with their college satisfaction. Our findings suggest a small but statistically significant correlation between cross-racial…

International Students' Proactive Behaviors in the United States: Effects of Information-Seeking Behaviors on School Life

ERIC Educational Resources Information Center

Cho, Jaehee; Lee, Seungjo

2016-01-01

Considering the continuous increase of international students, the main goal of this study was to examine how international students' proactive behaviors, particularly information seeking behaviors, would impact key emotional outcomes including communication satisfaction with instructors and school-life satisfaction. For this investigation, we…

Impact of Cohort Bonds on Student Satisfaction and Engagement

ERIC Educational Resources Information Center

Martin, Kimberly A.; Goldwasser, Molly M.; Galentino, Richard

2017-01-01

This study examines differences in student satisfaction and engagement in cohort programs versus traditional, non-cohort educational programs by studying the impact of close bonds between students. The authors measure and compare "close bonds" within an educational cohort to a traditional program and measure the impact of close bonds on…

Predoctoral Dental Students' Perceptions of Dental Implant Training: Effect of Preclinical Simulation and Clinical Experience.

PubMed

Prasad, Soni; Bansal, Naveen

2017-04-01

The aims of this study were to assess 1) differences in perceptions of dental implant training between dental students who received didactic training alone (control group) and those who received didactic plus simulation training (test group); 2) differences in response between students with and without clinical experience in implant dentistry; and 3) the interaction effect of simulation training and clinical experience on students' satisfaction. A survey was distributed to the control group in 2014 and to the test group in 2015; both groups were at the same U.S. dental school. Data were collected on confidence levels with various implant restorative procedures along with overall satisfaction and number of implant restorations performed by each student. The response rate was 78.7% in the control group and 81.3% in the test group. In the control group, 85.7% of students reported being satisfied with implant training compared to 90.8% of students in the test group. The interaction effect of simulation training and clinical experience on overall student satisfaction was OR=1.5 at 95% CI: 0.8, 3.0. The students who had clinical experience with implant restorative procedures had significantly greater satisfaction than those who did not (OR=4.8, 95% CI: 2.1, 11.1, p<0.01). This study found that both the simulation and clinical experience affected these students' confidence and satisfaction levels with implant education: they were almost five times more satisfied with implant training when clinical experience in implant restorative procedures was a part of their implant education.

Body image satisfaction among female college students

PubMed Central

Goswami, Shweta; Sachdeva, Sandeep; Sachdeva, Ruchi

2012-01-01

Objective: To determine body image satisfaction among newly entrant women students in a professional institution. Materials and Methods: A cross-sectional study using body image satisfaction described in words was undertaken, which also explored relationship with body mass index (BMI) and other selected co-variables such as socio-demographic details, overall satisfaction in life, and particularly in academic/professional life, current health status using 5-item based Likert scale. Height, weight, hip and waist circumference measurement was carried out using standard protocol. Data collection was carried through personal interview using pre-designed, pre-tested semi-structured interview schedule by female investigators during August-September 2010 and analysis carried out by computing percentages and Chi-square test. Results: Out of 96 study samples, 16.66%, 51.04%, and 32.29% girl students perceived their body image as fair, good and excellent, respectively while overall 13.54% were dissatisfied with their body image. The body image satisfaction had significant relationship with image perception (P<0.001), current general health status (P<0.001) and self weight assessment (P<0.001). Mother's education had a statistically significant (P=0.004) but negative relationship with outcome variable. Students with low weight (BMI <18.5 kg/m2) had a significantly higher (85.71%) prevalence of body image satisfaction while overweight students (BMI≤23 kg/m2) had a significantly higher (54.54%) prevalence of dissatisfaction (P<0.001). Discussion: High body image satisfaction is reported in this study and was found to be significantly related to anthropometric measurements. On an encouraging note, this level needs to be preserved for overall mental and healthy development of students. Proactive preventive measures could be initiated on personality development, acceptance of self and individual differences while maintaining optimum weight and active life style. PMID:24250055

Adaptive and maladaptive perfectionism in medical students: a longitudinal investigation.

PubMed

Enns, M W; Cox, B J; Sareen, J; Freeman, P

2001-11-01

The personality of medical students may have an important impact on both their academic performance and emotional adjustment during medical school. There has been little systematic study of the impact of perfectionism on medical students. The present study sought to compare the perfectionism profile of medical students with that of a general arts student group and to examine the relationship among perfectionism, distress symptoms and academic expectations and satisfaction. Medical students (n=96) and arts students (n=289) completed a baseline assessment including two multidimensional perfectionism scales. The medical students also completed measures of distress symptoms, personality (neuroticism, conscientiousness) and questions about their perceptions of their academic performance. Of the medical students, 58 completed a second set of questionnaires 6 months later (time 2). First-, second- and third year medical students and first-year arts students. In comparison with arts students, the perfectionism profile of medical students showed higher personal standards, lower doubts about actions and lower maladaptive perfectionism scores. In the medical students adaptive perfectionism (achievement striving) was significantly correlated with baseline academic performance expectations and conscientiousness and was predictive of dissatisfaction with academic performance at time 2. Maladaptive perfectionism (excessive evaluative concerns) was significantly correlated with baseline distress symptoms and neuroticism and was predictive of symptoms of depression and hopelessness at time 2. Perfectionism in medical students differs systematically from perfectionism in general arts students. Distinguishing adaptive and maladaptive aspects of perfectionism is important in understanding the cross-sectional and longitudinal implications of perfectionism for medical students.

The impact of podcasting on the learning and satisfaction of undergraduate nursing students.

PubMed

Vogt, Marjorie; Schaffner, Barbara; Ribar, Alicia; Chavez, Ruth

2010-01-01

Nursing education has evolved from traditional pedagogical models to current methods using technology for knowledge acquisition. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursing student learning and satisfaction. Two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey. Results indicated no significant difference in correct responses on exam questions. Exam scores were better with the first podcast, equal for the second, and worse with the third podcast. Students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility. This study contributes to the knowledge base of podcasting effectiveness and raises the question of evaluation of new teaching methodologies. Must an increase in learning occur for new methods to be considered effective, or is positive student satisfaction adequate to encourage the adoption of new technology methods?

[Nursing students' satisfaction and perception of their first clinical placement: observational study].

PubMed

Comparcini, Dania; Simonetti, Valentina; Tomietto, Marco; Galli, Francesco; Fiorani, Catia; Di Labio, Luisa; Cicolini, Giancarlo

2014-01-01

Clinical learning environments are defined as an interactive network of forces within the clinical context that influence students' learning outcomes. Nursing students' satisfaction could be strictly related to their learning outcomes. Aim. To analyze the first year nursing students' clinical learning experience and to identify the main determinants of students' satisfaction. The observational study was carried out in five Italian nursing degree courses. 420 students filled out the validated Italian version of the "Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) scale" after the conclusion of their first clinical placement. The mean values of the main sub-dimensions of CLES+T varied from 4.02 (pedagogical atmosphere) to 3.30 (supervisory relationship). Students were mainly satisfied with their clinical placement, however the findings showed statistical significantly differences among the five nursing courses. The main determinants of the overall students' satisfaction are the nurse manager's leadership style and the integration between theoretical knowledge and everyday practice of nursing through the relationship among students, clinical tutors and nurse teacher. Our results may contribute to better understand nursing students' perception of their first clinical placement. However, further research are needed to evaluate which organizational factors and clinical training models may enhance the clinical learning experience.

The prospective relationship between satisfaction with information and symptoms of depression and anxiety in breast cancer: A structural equation modeling analysis.

PubMed

Faller, Hermann; Strahl, André; Richard, Matthias; Niehues, Christiane; Meng, Karin

2017-11-01

Previous research has demonstrated associations between satisfaction with information and reduced emotional distress in cancer patients. However, as most studies were cross-sectional, the direction of this relationship remained unclear. We therefore aimed to test whether information satisfaction predicted subsequent depression and anxiety levels, and, reciprocally, depression and anxiety levels predicted subsequent information satisfaction, thus clarifying the direction of impact. We performed a secondary analysis of a prospective cohort study with 436 female breast cancer patients (mean age 51 years). We measured information satisfaction with 2 self-developed items, symptoms of depression with the 2-item Patient Heath Questionnaire and symptoms of anxiety with the 2-item Generalized Anxiety Disorder Scale. We created 2 structural equation models, 1 for depression and 1 for anxiety, that examined the prediction of 1-year depression (or anxiety) levels by baseline information satisfaction and, in the same model, 1-year information satisfaction by baseline depression (or anxiety) levels (cross-lagged panel analysis). Baseline information satisfaction predicted 1-year levels of both depression (beta = -0.17, P < .01) and anxiety (beta = -0.13, P < .01), adjusting for the baseline scores of the outcome variables. Conversely, baseline levels of depression (beta = -0.12, P < .05) and anxiety (beta = -0.16, P < .01) predicted 1-year information satisfaction, adjusting for its baseline score. Our results suggest a bidirectional relationship between information satisfaction and symptoms of depression and anxiety. Thus, provision of information may reduce subsequent depression and anxiety, while reducing depression and anxiety levels may increase satisfaction with received information. Combining the provision of information with emotional support may be particularly beneficial. Copyright © 2016 John Wiley & Sons, Ltd.

Rogue Community College Student Satisfaction Survey, Winter 2001: Management Report. Redwood and Riverside Campuses.

ERIC Educational Resources Information Center

Wild, Nancy

This document is a 2001 report on student satisfaction at the Redwood and Riverside campuses of Rogue Community College (RCC) (Oregon). Surveys were used to help assess the community college's overall effectiveness and address the needs of students. A total of 269 (120 from Redwood and 149 from Riverside) student surveys were returned--most…

Improving Undergraduate Student Satisfaction with the Consumer Behavior Course: Will Interactive Technology Help?

ERIC Educational Resources Information Center

Eastman, Jacqueline K.; Iyer, Rajesh; Eastman, Kevin L.

2011-01-01

In this paper, we measure the impact of interactive technology on student satisfaction and find support for the hypothesis that students who find a class is more interesting because of the use of interactive technology will be more satisfied with the course. The results also support the hypothesis that if students like the course, they will be…

An Analysis of Student Satisfaction: Full-Time vs. Part-Time Students

ERIC Educational Resources Information Center

Moro-Egido, Ana I.; Panades, Judith

2010-01-01

This paper examines how full-time or part-time status affects students' level of satisfaction with their degree programs. For our analysis, we obtained data from a survey of graduate students. The survey was conducted at a public university in Spain from 2001 to 2004. The decision to undertake paid employment while studying emerges as one of the…

The Effect of an Academic Dismissal Policy on Dropout, Graduation Rates and Student Satisfaction. Evidence from the Netherlands

ERIC Educational Resources Information Center

Sneyers, Eline; De Witte, Kristof

2017-01-01

This paper examines the effect of the introduction of an academic dismissal (AD) policy (i.e. an intervention, which can lead to compulsory student withdrawal) on student dropout, student graduation rates and satisfaction with the study program. Using a difference-in-differences type of estimator, we compare programs that introduced an AD policy…

The Relationship of Worldviews of Advisors and Students and Satisfaction with Advising: A Case of Homogenous Group Impact

ERIC Educational Resources Information Center

Coll, Jose E.; Zalaquett, Carlos

2008-01-01

The purpose of this study was to investigate whether differences in world-views between academic advisors and their advisees (both traditional and non-traditional students) impact students' use of and satisfaction with the advising process. This study surveyed 115 students and 5 advisors from a four-year liberal arts university in southeastern…

The effectiveness of a simulated scenario to teach nursing students how to perform a bed bath: A randomized clinical trial.

PubMed

Miranda, Renata Pinto Ribeiro; de Cássia Lopes Chaves, Érika; Silva Lima, Rogério; Braga, Cristiane Giffoni; Simões, Ivandira Anselmo Ribeiro; Fava, Silvana Maria Coelho Leite; Iunes, Denise Hollanda

2017-10-01

Simulation allows students to develop several skills during a bed bath that are difficult to teach only in traditional classroom lectures, such as problem-solving, student interactions with the simulator (patient), reasoning in clinical evaluations, evaluation of responses to interventions, teamwork, communication, security and privacy. This study aimed to evaluate the effectiveness of a simulated bed bath scenario on improving cognitive knowledge, practical performance and satisfaction among nursing students. Randomized controlled clinical trial. Nursing students that were in the fifth period from two educational institutions in Brazil. Nursing students (n=58). The data were collected using the assessments of cognitive knowledge, practical performance and satisfaction were made through a written test about bed baths, an Objective Structured Clinical Examination (OSCE) and a satisfaction questionnaire. We identified that the acquisition and assimilation of cognitive knowledge was significantly higher in the simulation group (p=0.001). The performance was similar in both groups regardless of the teaching strategy (p=0.435). At follow-up, the simulation group had significantly more satisfaction with the teaching method than the control group (p=0.007). The teaching strategy based on a simulated scenario of a bed bath proved to be effective for the acquisition of cognitive knowledge regarding bed baths in clinical practice and improved student satisfaction with the teaching process. Copyright © 2017 Elsevier Ltd. All rights reserved.

Participant satisfaction with a school telehealth education program using interactive compressed video delivery methods in rural Arkansas.

PubMed

Bynum, Ann B; Cranford, Charles O; Irwin, Cathy A; Denny, George S

2002-08-01

Socioeconomic and demographic factors can affect the impact of telehealth education programs that use interactive compressed video technology. This study assessed program satisfaction among participants in the University of Arkansas for Medical Sciences' School Telehealth Education Program delivered by interactive compressed video. Variables in the one-group posttest study were age, gender, ethnicity, education, community size, and program topics for years 1997-1999. The convenience sample included 3,319 participants in junior high and high schools. The School Telehealth Education Program provided information about health risks, disease prevention, health promotion, personal growth, and health sciences. Adolescents reported medium to high levels of satisfaction regarding program interest and quality. Significantly higher satisfaction was expressed for programs on muscular dystrophy, anatomy of the heart, and tobacco addiction (p < 0.001 to p = 0.003). Females, African Americans, and junior high school students reported significantly greater satisfaction (p < 0.001 to p = 0.005). High school students reported significantly greater satisfaction than junior high school students regarding the interactive video equipment (p = 0.011). White females (p = 0.025) and African American males (p = 0.004) in smaller, rural communities reported higher satisfaction than White males. The School Telehealth Education Program, delivered by interactive compressed video, promoted program satisfaction among rural and minority populations and among junior high and high school students. Effective program methods included an emphasis on participants' learning needs, increasing access in rural areas among ethnic groups, speaker communication, and clarity of the program presentation.

Prediction of Job Satisfaction Based on Workplace Facets for Adjunct Business Faculty at Four-Year Universities

ERIC Educational Resources Information Center

Lewis, Vance Johnson

2012-01-01

The purpose of this study was to examine the job satisfaction of adjuncts in the curriculum area of business at four-year universities and to determine the roles that individual job facets play in creating overall job satisfaction. To explore which job facets and demographics predict job satisfaction for the population, participants were asked to…

Using Communication Technology to Enhance Interprofessional Education Simulations.

PubMed

Shrader, Sarah; Kostoff, Matthew; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick

2016-02-25

To determine the impact of simulations using an alternative method of communication on students' satisfaction, attitudes, confidence, and performance related to interprofessional communication. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum.

Baseline factors predictive of patient satisfaction with sacral neuromodulation for idiopathic fecal incontinence.

PubMed

Duelund-Jakobsen, Jakob; van Wunnik, Bart; Buntzen, Steen; Lundby, Lilli; Laurberg, Søren; Baeten, Cor

2014-07-01

Sacral neuromodulation (SNM) is an established treatment for fecal incontinence (FI). A recent study from our group found that the relationship between patient satisfaction and clinical outcome is complex and does not match the traditional used success criteria. Therefore, the ability to predict patient satisfaction must be given priority. The aim of the present study is to identify baseline factors predictive of patient satisfaction, with SNM, for idiopathic FI. We analyzed data from patients treated with SNM for idiopathic FI in Aarhus, Denmark, and Maastricht, The Netherlands. A questionnaire considering self-reported satisfaction was mailed to these patients and compared to baseline characteristics. Logistic regression was used to determine the predictive value of baseline demographic and diagnostic variables. In total, 131 patients were included in the analysis. Patient satisfaction with the current treatment result was reported in 75 patients. Fifty-six patients were dissatisfied with SNM treatment, after median 46 months (range 11-122) with permanent implantation. Pudendal nerve terminal motor latency (PNTML) was the solely identified predictor for long-term patient satisfaction. A subgroup univariate-logistic regression analysis showed that PNTML ≤ 2.3 ms at the side of lead implantation was a statistically significant predictor for patient satisfaction (odds ratio (OR) 2.3, 95% confidence interval (CI) 1.01-5.24, p = 0.048). Baseline PNTML measurement may be predictive of long-term satisfaction with SNM therapy for idiopathic FI. Further studies are needed to confirm this result.

Massage Therapy Education Online: Student Satisfaction and Achievement, Part I

PubMed Central

McQuillan, David James

2010-01-01

In recent years, providers of massage therapy education have, in growing numbers, started to use online technologies to support the learning processes of their students. Using a narrative review of the existing online learning literature, this paper aims to provide a solid pedagogical foundation for these early explorations. It identifies five key factors—instructional pedagogy, quality of instruction, interaction and communication, individual learner qualities, and the online interface—that contribute to student satisfaction and achievement in the online context. The relationships between those factors and the experience of the online learner are discussed with reference to maximization of student satisfaction and achievement. PMID:21589705

78 FR 38019 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-25

... for Federal Student Aid Customer Satisfaction Surveys and Focus Groups Master Plan AGENCY: Federal... of Collection: Generic Clearance for Federal Student Aid Customer Satisfaction Surveys and Focus...

Medical student use of communication elements and association with patient satisfaction: a prospective observational pilot study.

PubMed

Turner, Joseph S; Pettit, Katie E; Buente, Bryce B; Humbert, Aloysius J; Perkins, Anthony J; Kline, Jeffrey A

2016-05-21

Effective communication with patients impacts clinical outcome and patient satisfaction. We measure the rate at which medical students use six targeted communication elements with patients and association of element use with patient satisfaction. Participants included fourth year medical students enrolled in an emergency medicine clerkship. A trained observer measured use of six communication elements: acknowledging the patient by name, introducing themselves by name, identifying their role, explaining the care plan, explaining that multiple providers would see the patient, and providing an estimated duration of time in the emergency department. The observer then conducted a survey of patient satisfaction with the medical student encounter. A total of 246 encounters were documented among forty medical student participants. For the six communication elements evaluated, in 61% of encounters medical students acknowledged the patient, in 91% they introduced themselves, in 58 % they identified their role as a student, in 64% they explained the care plan, in 80% they explained that another provider would see the patient, and in only 6% they provided an estimated duration of care. Only 1 encounter (0.4%) contained all six elements. Patients' likelihood to refer a loved one to that ED was increased when students acknowledged the patient and described that other providers would be involved in patient care (P = 0.016 and 0.015 respectively, Chi Square). Likewise, patients' likelihood to return to the ED was increased when students described their role in patient care (P = 0.035, Chi Square). This pilot study demonstrates that medical students infrequently use all targeted communication elements. When they did use certain elements, patient satisfaction increased. These data imply potential benefit to additional training for students in patient communication.

Use of an Ecological Model to Study Sexual Satisfaction in a Heterosexual Spanish Sample.

PubMed

Del Mar Sánchez-Fuentes, María; Salinas, José María; Sierra, Juan Carlos

2016-11-01

Sexual satisfaction is a key factor in sexual health and has been associated with quality of life. However, few studies have focused on the factors related to sexual satisfaction in the population in Spain. The main goal of this research was to analyze the predictive capacity of an ecological model for the study of sexual satisfaction in a Spanish sample of 723 men and 851 women, with mean age equal to 36.28 (SD = 12.59) and who were in a heterosexual relationship. We analyzed, using structural equation modeling, the degree to which sexual satisfaction was related to different variables. These variables were the following: personal variables (depression and sexual attitudes); interpersonal variables (relationship satisfaction, sexual function, and sexual assertiveness); social variables (social support, parenthood, and annual income); and cultural variables (political ideology, religion, and religious practice). In men, sexual satisfaction was directly predicted by relationship satisfaction and sexual function. Furthermore, political ideology, religious practice, social support, annual income, initiation sexual assertiveness, and sexual attitudes were indirectly associated with sexual satisfaction. In women, sexual satisfaction was directly predicted by relationship satisfaction, sexual function, sexual assertiveness, and sexual attitudes. In addition, political ideology, religious practice, and social support were indirectly associated with sexual satisfaction. Implications for research and therapy are also discussed.

Satisfaction of undergraduate students at University of Jordan after root canal treatment of posterior teeth using rotary or hand preparation.

PubMed

Abu-Tahun, Ibrahim; El-Ma'aita, Ahmad; Khraisat, Ameen

2016-08-01

The aim of this study was to report the satisfaction of fifth year undergraduate students on the clinical use of rotary endodontic preparation compared with stainless steel standard technique and to evaluate the impact of rotary nickel-titanium instruments on undergraduate teaching. This study was carried out by the fifth year undergraduate students attending peer review sessions as a part of their training program using a questionnaire to assess their satisfaction with these two techniques. The overall results indicated a statistically significant satisfaction of the undergraduate students with the use of the nickel-titanium system (P < 0.001) compared to stainless steel standard technique. Under the conditions of this study, the results showed a positive acceptance and consensus among novice dental students regarding the use of ProTaper rotary files and the need for undergraduate teaching of rotary nickel-titanium systems in Jordan. © 2015 Australian Society of Endodontology Inc.

Education Systems and Academic Satisfaction: A Study on Rural and Urban Students of Traditional vs Open Education System in India

ERIC Educational Resources Information Center

Singh, Shashi; Singh, Ajay; Singh, Kiran

2012-01-01

A satisfaction and dissatisfaction level within an individual influences the motivation level and his/her performance throughout the life. When an individual is satisfied with his/her work, he/she gets pleasure and feels motivated. Obtaining satisfaction from their education system is very important for students as this will lead to better…

Distance Learning in an Accounting Principles Course--Student Satisfaction and Perceptions of Efficacy

ERIC Educational Resources Information Center

Vamosi, Alexander R.; Pierce, Barbara G.; Slotkin, Michael H.

2004-01-01

In this study, the authors employed a novel, dual approach toward the delivery of course material to assess students' satisfaction with distance learning and their perceptions of its efficacy. Students in two sections of an Introduction to Financial Accounting course received instruction that alternated between traditional, live lectures and live…

Satisfaction, Challenges, and Interaction in Online Education: A Generational Comparison

ERIC Educational Resources Information Center

Yousef, Martin C.

2012-01-01

Problem: Research suggests that multiple generations of students (predominantly Generation X and millennials) are concurrently enrolled in online classes and that the number of online students continues to grow. The problem investigated in this study was to identify the level of satisfaction as well as the preferences of students from Generation X…

The Impact of Individual, Interpersonal, and Institutional Factors on Latina/o College Students' Life Satisfaction

ERIC Educational Resources Information Center

Vela, Javier C.; Ikonomopoulos, James; Hinojosa, Karina; Gonzalez, Stacey L.; Duque, Omar; Calvillo, Megan

2016-01-01

This manuscript investigated the contributions of individual, interpersonal, and institutional factors on Latina/o college students' life satisfaction. Participants included 130 Latina/o students enrolled at a Hispanic Serving Institution. Results indicated that search for meaning in life, mentoring, and family support were significant predictors…

Student Success and Satisfaction: Analysis of Students' Perception of a Theatre Conservatory Program

ERIC Educational Resources Information Center

Anton, Anita

2010-01-01

All theatre programs are not created equal. This qualitative study set out to determine the graduating students' perception of satisfaction and success after attending a four year conservatory theatre program. I conducted two interviews with seven of the twelve graduating seniors. The initial interview was conducted after graduation, and the…

The Influence of University Image on Student Behaviour

ERIC Educational Resources Information Center

Alves, Helena; Raposo, Mario

2010-01-01

Purpose: The purpose of this paper is to analyse the influence of image on student satisfaction and loyalty. Design/methodology/approach: In order to accomplish the objectives proposed, a model reflecting the influence of image on student satisfaction and loyalty is applied. The model is tested through use of structural equations and the final…

International Students' Course Satisfaction and Continuance Behavioral Intention in Higher Education Setting: An Empirical Assessment in Malaysia

ERIC Educational Resources Information Center

Shahijan, Milad Kalantari; Rezaei, Sajad; Amin, Muslim

2016-01-01

The purpose of this study is to examine the impact of perceived brand orientation, intercultural friendship, and university reputation on international students' course satisfaction and continuance behavioral intention towards the higher education in Malaysia. A total of 348 questionnaires, administered on international students, were collected to…

Australian Transnational Education Programmes in South East Asia: Student Satisfaction with the Learning Environment

ERIC Educational Resources Information Center

Miliszewska, Iwona; Sztendur, Ewa M.

2012-01-01

In view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme…

Indoor Environmental Quality of Classrooms and Student Outcomes: A Path Analysis Approach

ERIC Educational Resources Information Center

Choi, SeonMi; Guerin, Denise A.; Kim, Hye-Young; Brigham, Jonee Kulman; Bauer, Theresa

2014-01-01

The purpose of this study was to investigate the relationship between indoor environmental quality (IEQ) in a set of university classrooms and students' outcomes, i.e., satisfaction with IEQ, perceived learning, and course satisfaction. Data collected from students (N = 631) of University of Minnesota were analyzed to test a hypothesized…

Monitoring Social Media: Students Satisfaction with University Administration Activities

ERIC Educational Resources Information Center

Koshkin, Andrey Petrovich; Rassolov, Ilya Mihajlovich; Novikov, Andrey Vadimovich

2017-01-01

The paper presents an original method of identifying satisfaction of students with the activities of their university administration based on studying the content of comments on the social networks. The analysis of student opinions revealed areas of concern and priority areas in the work of the university administration. The paper characterizes…

Business Students' Perception of University Library Service Quality and Satisfaction

ERIC Educational Resources Information Center

Hsu, Maxwell K.; Cummings, Richard G.; Wang, Stephen W.

2014-01-01

The main purpose of this study is to examine the college students' perception of library services, and to what extent the quality of library services influences students' satisfaction. The findings depict the relationship between academic libraries and their users in today's digital world and identify critical factors that may sustain a viable…

Authentic Assessment in Business Education: Its Effects on Student Satisfaction and Promoting Behaviour

ERIC Educational Resources Information Center

James, Lincoln Then; Casidy, Riza

2018-01-01

The purpose of this research is to investigate the effects of authentic assessment on student satisfaction and promoting behaviour. The sample comprised 120 students enrolled in an undergraduate business programme. A model was proposed and tested using conditional process analysis. It was found that authentic assessments are positively related to…

Relations among School Connectedness, Hope, Life Satisfaction, and Bully Victimization

ERIC Educational Resources Information Center

You, Sukkyung; Furlong, Michael J.; Felix, Erika; Sharkey, Jill D.; Tanigawa, Diane; Green, Jennifer Greif

2008-01-01

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students'…

Rogue Community College Student Satisfaction Survey, Winter 2000. Management Report: Workforce Training Center.

ERIC Educational Resources Information Center

Wild, Nancy

Each year, Rogue Community College (Oregon) conducts a student satisfaction survey measuring the college's achievements in the areas of services, classes, and facilities. This document reports findings from the winter 2000 administration of the survey, including, for the second time, students from the Workforce Training Center (WFTC). The study's…

Analyzing Student and Employer Satisfaction with Cooperative Education through Multiple Data Sources

ERIC Educational Resources Information Center

Jiang, Yuheng Helen; Lee, Sally Wai Yin; Golab, Lukasz

2015-01-01

This paper reports on the analysis of three years research of undergraduate cooperative work term postings and employer and employee evaluations. The objective of the analysis was to determine the factors affecting student and employer success and satisfaction with the work-integrated learning experience. It was found that students performed…

Online Learning: Outcomes and Satisfaction among Underprepared Students in an Upper-Level Psychology Course

ERIC Educational Resources Information Center

McDonough, Colleen; Roberts, Ramona Palmerio; Hummel, Jessamy

2014-01-01

Online learning is on the rise, but research on outcomes and student satisfaction has produced conflicting results, and systematic, targeted research on underprepared college students is generally lacking. This study compared three sections (traditional, online, and 50% hybrid) of the same upper-level psychology course, taught with identical…

Relationships of Self-Regard and Affective Self-Disclosure to Relationship Satisfaction in College Students.

ERIC Educational Resources Information Center

Vera, Elizabeth M.; Betz, Nancy E.

The development and maintenance of romantic relationships in college students has been an increasingly frequent focus of attention among researchers interested in college student development. This study examined the role of gender in the relationships of emotional self-disclosure, self-esteem, and relationship satisfaction. Using a sample of…

Portuguese Public University Student Satisfaction: A Stakeholder Theory-Based Approach

ERIC Educational Resources Information Center

Mainardes, Emerson; Alves, Helena; Raposo, Mario

2013-01-01

In accordance with the importance of the student stakeholder to universities, the objective of this research project was to evaluate student satisfaction at Portuguese public universities as regards their self-expressed core expectations. The research was based both on stakeholder theory itself and on previous studies of university stakeholders.…

Physical Classroom Environment and Student Satisfaction with Courses

ERIC Educational Resources Information Center

Han, Heesup; Kiatkawsin, Kiattipoom; Kim, Wansoo; Hong, Ju Hea

2018-01-01

The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study…

Satisfaction with Business Education: A Comparison of Business Students and Their Parents.

ERIC Educational Resources Information Center

Browne, Beverly A.; Browne, William G.; Kaldenberg, Dennis

1999-01-01

A study examined relationships between ratings of college services and program quality among 57 pairs of business students and their parents. Correlations between student and parent ratings were small. Parents who believed they had greater influence over college choice were more satisfied. Parent satisfaction was also related to amount of parental…

Applying Mass Customization Concepts to Core Courses: Increasing Student-Centered Customization and Enabling Cross-Functional Integration

ERIC Educational Resources Information Center

Wilson, Darryl D.

2011-01-01

This conceptual paper suggests a methodology for increasing student satisfaction in core courses by applying the principle of mass customization to increase student satisfaction. It proposes that customization can be increased by increasing course flexibility along three dimensions: content flexibility, schedule flexibility, and course length…

The Effects Of An Exercise Physiology Program on Physical Fitness Variables, Body Satisfaction, and Physiology Knowledge.

ERIC Educational Resources Information Center

Perry, Arlette C.; Rosenblatt, Evelyn S.; Kempner, Lani; Feldman, Brandon B.; Paolercio, Maria A.; Van Bemden, Angie L.

2002-01-01

Examined the effects of an exercise physiology program on high school students' physical fitness, body satisfaction, and physiology knowledge. Intervention students received exercise physiology theory and active aerobic and resistance exercise within their biology course. Data from student surveys and measurements indicated that the integrated…

Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

PubMed Central

2012-01-01

Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable. PMID:22747781

Perception of and satisfaction with the clinical learning environment among nursing students.

PubMed

D'Souza, Melba Sheila; Karkada, Subrahmanya Nairy; Parahoo, Kader; Venkatesaperumal, Ramesh

2015-06-01

Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. A cross-sectional descriptive design was used. A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R(2)=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Nursing students' satisfaction about their field of study.

PubMed

Hakim, Ashrafalsadat

2014-04-01

Nowadays students' opinion is considered as a necessary factor to evaluate quality in universities. This study was performed to evaluate the nursing students' satisfaction about their field of study. The research population in this study consists of all the students of nursing studying at the second to fourth year of university (72 students). The data were collected from all the studied population. Data collection instrument was a research questionnaire. In this cross-sectional research, nursing students' satisfaction (72 students) in 6 major topics (situation of educational environment, situation of clinical environment, trainers, social image, relation to colleagues and management) was studied. The data were analyzed in SPSS, version 14, using quantitative variables and descriptive statistics including frequency distribution tables and diagrams. The findings indicated that 83.3% of the students had little satisfaction as to the situation of educational environment, 47.2% about situation of clinical environment, 41.7% concerning the theoretical educational method by professors, and 41.7% as to the method of clinical education by clinical trainers. Also 47.2% were not that satisfied with the method of evaluation by the school professors, 80.6% with the method of relationship with colleagues and also 62.5% with the nursing social image. Moreover, findings indicated that 33.3% of the participants in this research were dissatisfied with the method of evaluation by clinical trainers and 50% with the method of nursing management. In the present study, most students had little satisfaction concerning their field of study. So it is necessary to make an attempt for continuous development of quality services.

Psychological factors determining success in a medical career: a 10-year longitudinal study.

PubMed

Tartas, Malgorzata; Walkiewicz, Maciej; Majkowicz, Mikolaj; Budzinski, Waldemar

2011-01-01

Systemic review of predictors of success in medical career is an important tool to recognize the indicators of proper training. To determine psychological factors that predict success in a medical career. The success is defined as professional competence, satisfaction with medicine as a career, occupational stress and burnout and quality of life (QOF). Part I (1999-2005), medical students were examined each subsequent year, beginning with admission. Assessment included academic achievement (high school final examination results, entrance exam results, academic results during medical school) and psychological characteristics (sense of coherence (SOC), depression, anxiety, coping styles, value system and need for social approval). Part II (2008-2009), the same participants completed an Internet survey 4 years after graduation. Results of the postgraduate medical exam were taken under consideration. Academic achievement predicts only professional competence. Coping styles are significant indicators of satisfaction with medicine as a career. SOC, while assessed with anxiety and depression during studies, enabled us to recognize future QOF of medical graduates. Professional stress is not predictable to such an extent as other success indicators. There are significant psychological qualities useful to draw the outline of the future job and life performance of medical graduates.

Descriptive study of burnout, compassion fatigue and compassion satisfaction in undergraduate nursing students at a tertiary education institution in KwaZulu-Natal.

PubMed

Mathias, Christina T; Wentzel, Dorien L

2017-09-22

Studies have investigated burnout and compassion fatigue among nurses and effects in the nursing profession. However, there are limited investigations of burnout and compassion fatigue among undergraduate nursing students in South Africa, as nursing students may experience distressful situations during their nursing education course, which may have an impact during their training and in their profession as they graduate. The purpose of this descriptive study was to describe compassion satisfaction, compassion fatigue and burnout among undergraduate nursing students at a tertiary nursing institution. A quantitative descriptive study was conducted to describe compassion satisfaction, compassion fatigue and burnout among undergraduate nursing students at a tertiary nursing institution in KwaZulu-Natal. Convenience sampling was used. Sixty-seven undergraduate students (26 third-year and 41 fourth-year nursing students) took the self-test Professional Quality of Life Scale (ProQOL). The study results indicate that undergraduate students experienced average levels of compassion fatigue, burnout and compassion satisfaction. As shown in the study, some of the undergraduate students are experiencing compassion fatigue and burnout, associated with relieving suffering of others. Therefore, knowledge of compassion fatigue and burnout and the coping strategies should be part of nursing training.

A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education.

PubMed

Curran, Vernon R; Sharpe, Dennis; Flynn, Kate; Button, Pam

2010-01-01

There has been limited research on the effect of interprofessional education (IPE) over time on the attitudes of undergraduate health and human service professional students. Previous research in this area has suggested that students from different professions report differing attitudes towards IPE and interprofessional teamwork, and such attitudes may also be influenced by other background characteristics of the students themselves (e.g., gender, age). The purpose of this study was to evaluate the longitudinal effect of the introduction of an IPE curriculum on students' attitudes towards IPE and teamwork. A time series study design was conducted to assess the attitudes of undergraduate health and human service professional students towards IPE and teamwork, and students were also asked to complete satisfaction surveys after IPE curriculum activities. Significant differences in the attitudes of students from different professions and their satisfaction with participation in IPE were reported over the duration of the study. Overall, student satisfaction with IPE participation was relatively positive; however the introduction of IPE curriculum during their undergraduate education did not appear to have a significant longitudinal effect on attitudes towards IPE or interprofessional teamwork. The findings have implications for the design and integration of IPE curriculum within existing uni-professional curriculum.

Cultural differences in self- and other-evaluations and well-being: a study of European and Asian Canadians.

PubMed

Kim, Hyunji; Schimmack, Ulrich; Oishi, Shigehiro

2012-04-01

Anusic, Schimmack, Pinkus, and Lockwood (2009) developed the halo-alpha-beta (HAB) model to separate halo variance from variance due to valid personality traits and other sources of measurement error in self-ratings of personality. The authors used a twin-HAB model of self-ratings and ratings of a partner (friend or dating partner) to test several hypotheses about culture, evaluative biases in self- and other-perceptions, and well-being. Participants were friends or dating partners who reported on their own and their partner's personality and well-being (N = 906 students). European Canadians had higher general evaluative biases (GEB) than Asian Canadians. There were no cultural differences in self-enhancement or other-enhancement. GEB significantly predicted self-ratings of life satisfaction, but not informant ratings of well-being. GEB fully mediated the effect of culture on self-ratings of life satisfaction. The results suggest that North American culture encourages positive biases in self- and other-perceptions. These biases also influence self-ratings of life satisfaction but have a much weaker effect on informant ratings of life satisfaction. The implications of these findings for cultural differences in well-being are discussed. (c) 2012 APA, all rights reserved.

Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

ERIC Educational Resources Information Center

Wilkins, Stephen; Martin, Susan; Walker, Ian

2010-01-01

This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

ERIC Educational Resources Information Center

Perlman, Dana

2010-01-01

The purpose of this study is to examine the influence of the Sport Education Model ("SEM") on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the "SEM" (N = 16)or traditional class (N = 16).…

Face-to-Face vs On-Line: An Analysis of Profile, Learning, Performance and Satisfaction among Post Graduate Students

ERIC Educational Resources Information Center

Ortega-Maldonado, Alberto; Llorens, Susana; Acosta, Hedy; Coo, Cristián

2017-01-01

The aim of this study is to explore the differences between face-to-face and on-line students in a post graduate education program. The variables considered are Post Graduate Student's profile, competences and learning outcomes, academic performance and satisfaction. The sample was composed by 47 students (64% face-to-face). Analysis of variance…

Influence of the Use of Online Communications Media on Perceptions of Transactional Distance and Student Satisfaction in a Hybrid Education Program

ERIC Educational Resources Information Center

Fullwood, Elicia Dynae

2015-01-01

The purpose of this study was to determine the uses of online communications media in an undergraduate hybrid course that yielded the least transactional distance perceived by students and the highest student satisfaction with distance education. The study was based on student responses to the Distance Education Learning Environment Survey having…

The Roles of Life Satisfaction, Teaching Efficacy, and Self-Esteem in Predicting Teachers' Job Satisfaction

ERIC Educational Resources Information Center

Çevik, Gülsen Büyüksahin

2017-01-01

The current research aims to find out the extent to which high school teachers' life satisfaction, teaching efficacy, and self-esteem predict their job satisfaction. Research participants included a total of 358 teachers (age = 38.82; Ss = 6.73; range, 22-58), 222 males (62%) and 136 females (38%), employed in 21 public high schools in the city…

Eating habits and subjective well-being. A typology of students in Chilean state universities.

PubMed

Schnettler, Berta; Miranda, Horacio; Lobos, Germán; Orellana, Ligia; Sepúlveda, José; Denegri, Marianela; Etchebarne, Soledad; Mora, Marcos; Grunert, Klaus G

2015-06-01

The purpose of this study was to distinguish and characterize university student typologies according to their life satisfaction and satisfaction with their food-related life. An online survey was applied between June and August 2013 in five state universities in Chile, to 369 university students (mean age = 20.9 years, SD = 2.27). The survey included the Health-related Quality of Life Index-4 (HRQOL), Satisfaction with Life Scale (SWLS), Satisfaction with Food-related Life Scale (SWFL), as well as questions about the place of residence, importance of food for well-being, frequency of meals in the place of residence and the frequency of consumption of eight food groups. A cluster analysis was used to determine student typologies. Three typologies of students were distinguished with significant differences in the average scores of the SWLS and SWFL scales, self-perception of health, days with mental health problems, number of days of health-related incapacity, place of residence, socioeconomic status, importance of food for well-being, frequency of breakfast and dinner in the place of residence, frequency of consumption of meat, milk, fruits and vegetables. It was found that most students with higher levels of life satisfaction and satisfaction with food-related life live with their parents, eat at home more frequently, report fewer health problems, have healthful eating habits and consider food very important for their well-being. Although it is necessary to promote or improve the campaigns that foster healthful eating in the entire university population, these campaigns must be specifically targeted to students who do not receive direct support from their families. Copyright © 2015 Elsevier Ltd. All rights reserved.

Impact of cognitive absorption on Facebook on students' achievement.

PubMed

Rouis, Sana

2012-06-01

In the great expansion of the social networking activity, young people are the main users whose choices have vast influence. This study uses the flow theory to gauge the impact of Facebook usage on Tunisian students' achievements, with the presumption that the high usage level might reduce students' scholar achievements. The research design suggests that this impact would vary among students with different interests for the university and multitasking capabilities. Facebook usage would develop students' satisfaction with friends and family, which could enhance their academic performance. Analyses from 161 Tunisian students show that Facebook usage does not affect significantly students' academic performance and their satisfaction with the family, whereas it decreases their actual satisfaction with friends. Yet, a high level of satisfaction of the student with his family continues to enhance his academic performance. Overall, though, Facebook usage appears to do not have a significant effect on undergraduate students' academic performance. However, this interdependency is significantly moderated by the student's interest for the university and his multitasking capabilities. Students with multitasking skills and students with initial interest for the university might experience a positive effect of Facebook usage on their studies, as they keep control over their activity and make it a beneficial leisure activity. However, students who do not have these characteristics tend to not have any significant effect. Results help to understand the psychological attitude and consequent behavior of the youths on this platform. Implications, limitations, and further research directions are offered.

Self-reported experience of bullying of students who stutter: relations with life satisfaction, life orientation, and self-esteem.

PubMed

Blood, Gordon W; Blood, Ingrid M; Tramontana, G Michael; Sylvia, Anna J; Boyle, Michael P; Motzko, Gina R

2011-10-01

Self-reported self-esteem, life orientation, satisfaction with life, and bullying were examined in relation to victimization experiences among 54 students who stuttered and 54 students who did not stutter. Those who stuttered reported greater, i.e., clinically significant, victimization (44.4%) than students who did not stutter (9.2%). Significant differences were found between means for self-esteem and life orientation, with students who stuttered reporting lower self-esteem and less optimistic life orientation than those who did not stutter. In both groups of students, high victimization scores had statistically significant negative correlations with optimistic life orientation, high self-esteem, and high satisfaction with life scores. Given the increased likelihood of students who stuttered being bullied, the negative relation of adjustment variables and bullying, and the potentially negative long-term effects of bullying, increased vigilance and early intervention are discussed.

Evaluating the use of simulation with beginning nursing students.

PubMed

Alfes, Celeste M

2011-02-01

The purpose of this quasi-experimental study was to evaluate and compare the effectiveness of simulation versus a traditional skills laboratory method in promoting self-confidence and satisfaction with learning among beginning nursing students. A single convenience sample of 63 first-semester baccalaureate nursing students learning effective comfort care measures were recruited to compare the two teaching methods. Students participating in the simulation experience were statistically more confident than students participating in the traditional group. There was a slight, nonsignificant difference in satisfaction with learning between the two groups. Bivariate analysis revealed a significant positive relationship between self-confidence and satisfaction. Students in both groups reported higher levels of self-confidence following the learning experiences. Findings may influence the development of simulation experiences for beginning nursing students and encourage the implementation of simulation as a strand from beginning to end in nursing curricula. Copyright 2011, SLACK Incorporated.

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction.

PubMed

Green, Debbie; Callands, Tamora A; Radcliffe, Alison M; Luebbe, Aaron M; Klonoff, Elizabeth A

2009-10-01

This study examined clinical psychology graduate students' definitions of diversity and their perceptions of their exposure to and satisfaction regarding their level of diversity training. Four hundred and ninety-one students from Counsel of University Directors of Clinical Psychology (CUDCP) member programs completed an online survey. Overall, students perceived that their programs considered diversity narrowly, concentrating primarily on ethnicity, race, and culture to the neglect of sexual orientation, religion, language, and physical disability. Likewise, students expressed greater satisfaction with training regarding ethnicity/race and gender than broader areas of diversity, but rated the importance of addressing all areas of diversity as high. Although this study underscores the limited experience that students perceive they have had with various underrepresented groups, programs appear to have incorporated a variety of diversity training modalities that could be expanded upon to meet the interests of psychology students.