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 Satisfaction Questionnaire (CSSQ), indicates that the six scales are internally consistent, and provides some support for their construct validity. The inter-scale correlations were found to be higher than desirable. Analyses of covariance across the CSSQ scales indicate that type of residence and year in school, but not sex differences, are related to several aspects of college student satisfaction. Generalization from the present study is limited because the sample was drawn solely from Iowa State University and was not completely randomized, However, the results of this study suggest that the CSSQ is a potentially useful measure. Data from another university is now being analyzed and further studies are planned. (DG)

This study investigated the premise that the theory of work adjustment can be applied to investigations of college student adjustment. A sample of 1,968 university students was administered a measure of college student satisfaction. The following year, dropouts in the sample were identified and divided into two groups, those having inadequate grades and those with passing grades. Scores of these groups and a random sample of nondropouts were compared. Satisfaction scores of nondropouts were highest, followed by dropouts with passing grades and, last, dropouts with inadequate grades. Differences between the groups on specific satisfaction dimensions also were compared.

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