Assessing College Students' Satisfaction With Their Academic Majors

Nauta, Margaret M.

doi:10.1177/1069072707305762

Cited by 183 publications

(327 citation statements)

References 37 publications

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“…La Academic Mayor Satisfaction Scale (AMMS; Nauta, 2007) fue el instrumento utilizado para medir la satisfacción académica. Esta medida de 6 ítems que utiliza una escala tipo Likert de 5 puntos analiza facetas específicas de la satisfacción de los estudiantes (i.e.…”

Section: Instrumentosunclassified

Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico

Urquijo

Extremera

2017

EJREP

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Introducción. El presente estudio examinó el efecto mediador del engagement académico en la relación entre inteligencia emocional y satisfacción académica controlando variables sociodemográficas y otros constructos clásicos como el rasgo de personalidad de conciencia.Método. La muestra estuvo compuesta por 203 estudiantes (140 mujeres, 63 hombres) de la Universidad de Deusto con edades comprendidas entre 18 y 27 años. Para el análisis de datos se realizó el análisis bootstrapping para corroborar la existencia de los efectos múltiples de mediación.Resultados. Los resultados obtenidos indicaron que la inteligencia emocional se asocia significativamente a la satisfacción académica de los estudiantes universitarios. Además, el modelo final mostró una mediación completa del engagement académico en la relación entre inteligencia emocional y satisfacción académica, incluso una vez controladas tanto las variables sociodemográficas como de personalidad.Discusión y conclusiones. El presente estudio supone uno de los primeros trabajos desarrollados en una muestra de estudiantes universitarios en los que se analiza el efecto mediador del engagement académico en la relación entre inteligencia emocional y satisfacción académica controlando variables sociodemográficas y de rasgos de la personalidad. Así, los hallazgos del presente estudio sugirieron un proceso subyacente en la relación entre inteligencia emocional y la satisfacción académica. Finalmente, se discuten las limitaciones e implicaciones de los resultados obtenidos.

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Section: Instrumentosunclassified

Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico

Urquijo

Extremera

2017

EJREP

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“…Besides, the deficiency for a measurement tool for major satisfaction stands out. With this aim, Academic Major Satisfaction Scale (AMSS) developed by Nauta (2007) was adapted to Turkish, and its validity and reliability was examined.…”

Section: Introductionmentioning

confidence: 99%

“…

AbstractAcademic Major Satisfaction Scale (AMSS) was developed by Nauta (2007) with the aim of measuring the academic major satisfaction of students. The aim of this study is to examine the validity and reliability of the Turkish form of Academic Major Satisfaction Scale.

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The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Erdoğan

Arsal

2015

HumanSciences

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Academic Major Satisfaction Scale (AMSS) was developed by Nauta (2007) with the aim of measuring the academic major satisfaction of students. The aim of this study is to examine the validity and reliability of the Turkish form of Academic Major Satisfaction Scale. The sample of the study consists of 321 college students studying at different departments of a state university at Western Black Sea part of Turkey. The construct validity of the scale, item analysis, test-retest and Cronbach Alpha internal consistency reliability coefficients were calculated in the study. The obtained data were analyzed by SPSS 20 and LISREL 8.7. Results and Conclusions: The studies were administered to 33 college students with one-week interval with the aim of determining linguistic equivalence, and the correlation between these studies were calculated as .76. In the study being administered to 267 college students for the construct validity of the scale, exploratory and confirmatory factor analysis was conducted in order to determine the factor structure of AMSS. The results of the factor analysis revealed that the scale has one-dimensional structure as in the original form. Cronbach Alpha internal consistency coefficient for AMSS was found .83 and the coefficient ω designed for congeneric measurements was calculated and found to .835. Test-retest reliability coefficient was found .94. It was seen that the one-dimensional model fit well in the confirmatory factor analysis (x²=17. 34, sd=7, p=.015, RMSEA=.075, CFI=.99, IFI=.99, GFI=.98, SRMR=.021). Item factor loadings varied between .35 and .87. It was seen that the corrected itemtotal correlation of the scale varied between .26 and .78. The test-retest reliability coefficient obtained with four-week interval was found .94 for the whole scale. These results show that the Turkish form of Academic Major Satisfaction Scale can be used as a valid and reliable measurement tool.

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“…De acordo com o referido autor, estudantes que avaliam positivamente a qualidade das suas instituições, que frequentariam novamente a instituição e que demonstram elevada satisfação com a sua experiência académica, pessoal e relacional sentir-se-ão mais envolvidos na sua instituição, melhor integrados socialmente e com um sentimento mais forte de pertença ou afinidade institucional. A investigação neste domínio tem mostrado que a satisfação com a experiência no ES parece estar influenciada pela identificação social e organizacional com a instituição de ensino (Wilkins, Butt, Kratochvil, & Balakrishnan, 2016), pela autoeficácia e certeza na decisão (Nauta, 2007) e pelo nível de congruência existente entre o contexto e a pessoa, quer no que respeita aos interesses vocacionais (Holland, 1997;Tsabari, Tziner, & Meir, 2005), quer no que respeita à correspondência com expectativas iniciais (Alves & Raposo, 2007;Araújo & Almeida, 2015;Darlaston-Jones, Pike, Cohen, Young, Haunold, & Drew, 2003;Soares, Almeida, Diniz, & Guisande, 2006).…”

Section: A Satisfação Com a Experiência No Esunclassified

Sucesso no Ensino Superior: Uma revisão e conceptualização || Success in Higher Education: A review and conceptualization

Araújo

2017

R Est Inv Psico y Educ

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ResumoTer sucesso no Ensino Superior é hoje muito mais do que concluir um curso ou obter um elevado rendimento académico. As instituições e as políticas educativas estão atualmente preocupadas com o valor que a educação superior acrescenta às vidas dos indivíduos e à sociedade, de forma coletiva, procurando avaliar indicadores diferenciados para o perfil de estudante bem-sucedido. Contudo, a monitorização deste sucesso não tem sido plenamente conseguida, em grande medida devido à fraca sistematização da avaliação do sucesso e problemas na sua definição. O presente artigo de cariz teórico procura sistematizar indicadores de sucesso no ensino superior, incluindo aqui quer descritores objetivos e de resultado, quer indicadores experienciais e processuais. Assim, o sucesso no ES pode ser definido através do rendimento do estudante, da sua satisfação, dos ganhos pessoais experimentados, do seu envolvimento e da sua adaptação, de um ponto de vista multidimensional. Analisam-se ainda, brevemente, fatores que contribuem para a diferenciação destes processos e resultados e apontam-se pistas orientadoras para os serviços de apoio ao estudante e investigação no domínio.Palavras-chave: ensino superior; sucesso; rendimento académico; envolvimento; adaptação Abstract Succeeding in higher education today is much more than completing a course or having high academic performances. Educational institutions and policies are currently concerned with the value that higher education adds to the lives of individuals and society collectively, seeking to assess differentiated indicators for the successful student profile. However, monitoring this success has not been fully achieved, largely because of the poor systematization of success assessment and problems in its definition. This theoretical article aims to systematize indicators of success in higher education, including objective and outcome descriptors, as well as experiential and process-related indicators. Therefore, success in higher education can be defined through student achievement, satisfaction, personal experienced gains, engagement, and adaptation from a multidimensional point of view. We also briefly analyze factors that contribute to the differentiation of these processes and results and suggest guidelines for student support services and research.

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Assessing College Students' Satisfaction With Their Academic Majors

Cited by 183 publications

References 37 publications

Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico

Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico

The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Sucesso no Ensino Superior: Uma revisão e conceptualização || Success in Higher Education: A review and conceptualization

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