An Analysis of Students' Satisfaction with Their Academic Program

Morstain, Barry R.

doi:10.2307/1979171

Cited by 29 publications

(19 citation statements)

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“…Looking back to the P-E fit work of Morstain (1977), it is interesting to note that the characteristics of his group of dissatisfied students are similar to those described by Erikson (1968) as identity confused in their low respect for authority, formality, structure and vocation. It could be that Erikson and Morstain are focusing on different aspects of the same phenomena: the former exploring the psychology of the disenchanted adolescent, while the latter is looking at the dissonance between the disenchanted adolescent and his/her perceived environment.…”

Section: Discussionsupporting

confidence: 61%

“…It could be that Erikson and Morstain are focusing on different aspects of the same phenomena: the former exploring the psychology of the disenchanted adolescent, while the latter is looking at the dissonance between the disenchanted adolescent and his/her perceived environment. Thus, two parallel processes may be involved in determining course satisfaction: firstly, clarity of identity which has been linked to the incidence of psychological problems in adolescents (Erikson, 1968) and students in particular (Springett and Szulecka, 1986) and, secondly, the level of identification with the University environment (Pervin, 1968;Morstain, 1977). This view would be consistent with the recent findings of Furnham and Schaeffer (1983) who reported that, in the world of work, job satisfaction correlates with both mental health and P-E fit.…”

Section: Discussionmentioning

confidence: 99%

“…He found discrepancies in these to be associated with dissatisfaction with non-academic aspects of college life. Evidence of the salience of P-E fit in determining course satisfaction was reported by Morstain (1977). Students who were dissatisfied with their courses differed from staff and other students in terms of attitudes.…”

Section: Introductionmentioning

confidence: 99%

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Course satisfaction and occupational ego-identity among undergraduates

Springett

1986

High Educ

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Three-hundred and eighty final year Undergraduates were classified into one of four occupational ego-identity (OEI) positions using the Student Progress Questionnaire (SPQ1). Evidence of the validity of the OEI classifications was found in that their distribution by Faculty was as predicted from previous research. Male students in the four OEI positions were shown to vary in levels of course satisfaction in directions indicated by Waterman and Waterman (1970). Equivalent results were not found for the female group. It is suggested that course satisfaction is a dubious criterion of course quality, in that such ratings may be biased by students' characteristics. The results also suggest that Erikson's theory of adolescence may be biased towards a masculine psychology. A view of course satisfaction involving the parallel processes of identity resolution and identification is proposed. This view is seen to be consistent with current research in the area of job satisfaction.

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 99%

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Course satisfaction and occupational ego-identity among undergraduates

Springett

1986

High Educ

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“…In the study by Morstain (1977) dissatisfied students had "Educational Orientation Profiles" most disparate with faculty profiles. The highly satisfied students' profile was most congruent with faculty.…”

Section: Student Satisfaction and The Learning Environmentmentioning

confidence: 90%

“…The concept of person-environment congruence was used by Morstain (1977) to study the "relative fit" of student and faculty educational orientations in relation to student satisfaction with their academic program. Morstain composed a seven items scale of students' satisfaction with their academic program.…”

Section: Second Order Factorsmentioning

confidence: 99%

The academic department as environment for teaching and learning

Winteler

1981

High Educ

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This study reviews the literature on academic environments with particular reference to the academic department which is seen as the most important factor in the teaching and learning environment. Departmental environment characteristics as identified by faculty and by students are described. For students the most important are:--Student-Faculty Relationships;-Interest and Engagement in Teaching; and -Satisfaction with Instruction. Differences between teaching and between learning environments are explained, especially differences between social science and natural science departments. These differences reflect the interaction between discipline, personal styles of faculty and students, and faculty-student relationships. Student academic satisfaction seems to be heavily dependent upon the relationships between students and faculty. Student achievement in relation to students' perception of the academic department seems to be dependent on the degree of their adaptation to the department. The studies reviewed clearly show that there are differences between departments. They also show that these differences may be explained not only by differences with regard to the characteristics of the academic discipline concerned, but also by differences concerning student-faculty relationships, faculty interest in students and teaching and the interaction between these factors. Teacher and student satisfaction and student achievement are affected by these variables.

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1979

ASHE‐ERIC High. Edu. Rept.

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An Analysis of Students' Satisfaction with Their Academic Program

Cited by 29 publications

References 0 publications

Course satisfaction and occupational ego-identity among undergraduates

Course satisfaction and occupational ego-identity among undergraduates

The academic department as environment for teaching and learning

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