Bedingungsfaktoren der Studienzufriedenheit von Lehramtsstudierenden

Bernholt, Andrea; Hagenauer, Gerda; Lohbeck, Annette; Gläser‐Zikuda, Michaela; Wolf, Nicole I.; Moschner, Barbara; Lüschen, Iris; Klaß, Susi; Dunker, Nina Kim

doi:10.25656/01:15412

Cited by 4 publications

(6 citation statements)

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“…Affective organizational commitment was higher than in a comparable sample of German soldier students from 2011 (ΔM = .20 on a scale of 1-5; Felfe and Scherm, 2012). Study satisfaction during the COVID-19 pandemic in our sample was lower (ΔM = −11.70 on a scale of 0-100) than study satisfaction of a German student sample prior to the pandemic (Bernholt et al, 2018). On a scale of 0-100, the use of active (ΔM = 10.90) and avoidant coping (ΔM = 7.10) were somewhat more frequent in our sample, while seeking support was comparable across samples (ΔM = −2.30), whereas positive cognitive restructuring was reported to be used more frequently compared to the other strategies within our sample and compared to other samples (ΔM = 23.30; Baumstarck et al, 2017).…”

Section: Descriptive Statisticscontrasting

confidence: 64%

Individual and Organizational Factors in Coping With COVID-19 in Soldier Students

2022

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The COVID-19 pandemic has posed significant burden across different industrial sectors. Generally, an increase in psychological stress experiences has been reported, while the stress and coping responses of specific, potentially burdened populations have received less attention thus far. Thus, the present study investigated relations between individual (i.e., extraversion, neuroticism, conscientiousness) and organizational (i.e., organizational commitment and study satisfaction) factors, indicators of psychological health (i.e., loneliness, life satisfaction, COVID-19-related stress), and possible mediating effects of four broad coping dimensions (active coping, avoidant coping, social support, positive cognitive restructuring) in a specific sample of soldier students who engage in a double-role being military affiliates and students of non-military subjects. To this end, we assessed data of soldier students at two measurement points (N = 106 at t1 and N = 63 at t2) shortly after the second national lockdown in Germany (20. May 2021 to 11. July 2021) during the COVID-19 pandemic. Personality traits showed expected associations with indicators of psychological health, i.e., positive relations between neuroticism and social loneliness, between extraversion and COVID-19 stress, and negative relations between neuroticism and life satisfaction. Remarkably, organizational variables showed effects above and beyond personality traits on loneliness and life satisfaction. Neither individual, nor organizational factors could predict change in psychological health over time. We found evidence for mediation effects through active coping, avoidant coping, and the use of social support, but not through positive cognitive restructuring. Findings highlight the relative importance of organizational factors besides personality traits for psychological health in a military student sample, holding important implications for designing efficient support systems in the military.

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Section: Descriptive Statisticscontrasting

confidence: 64%

Individual and Organizational Factors in Coping With COVID-19 in Soldier Students

2022

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“…was non-significant. In other studies, women were more satisfied with study contents than men ( Bernholt et al, 2018 ) and men were more satisfied with study conditions and coping with study-related stress than women ( Wach et al, 2016 ). Additionally, students’ age either did not relate ( Moghimi et al, 2021 ) or related negatively to study satisfaction ( Kegel et al, 2021 ), suggesting that younger students reported higher study satisfaction.…”

Section: Introductionmentioning

confidence: 82%

“…Generally, empirical research on study satisfaction is limited and mainly cross-sectional (e.g., Grunschel et al, 2016 ; Bernholt et al, 2018 ). Due to scant longitudinal research, the theoretical understanding of its temporal development is limited.…”

Section: Introductionmentioning

confidence: 99%

“…Different facets of social integration significantly relate to study satisfaction ( Bernholt et al, 2018 ). Loneliness is accompanied by lack of social support ( Kong and You, 2013 ), which can be linked to satisfaction with study conditions.…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, we expected S-Content to relate positively with intrinsic motivation ( Wach et al, 2016 ) but negatively with motivational cost ( Kryshko et al, 2022 ), and women to score higher on S-Content than men ( Bernholt et al, 2018 ). Furthermore, we expected S-Conditions to be positively associated with GPA ( Wach et al, 2016 ) and intrinsic motivation ( Wach et al, 2016 ) but negatively associated with motivational cost ( Kryshko et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

et al. 2022

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The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students’ study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students’ subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct. Therefore, our main goal in this study was to shed light on the understudied development of the subdimensions of study satisfaction (i.e., satisfaction with study content, conditions of studying, and coping with study-related stress) in two semesters amid the COVID-19 pandemic. Additionally, we examined how particular personal (i.e., gender, age, GPA, intrinsic motivation, motivational cost, and academic procrastination) and contextual (i.e., loneliness) factors are related to these subdimensions. We conducted two panel studies with convenience and purposeful samples of university students in Germany (Nstudy1 = 837; Nstudy2 = 719). Participants responded online to questions on each of the subdimensions of study satisfaction at the beginning, middle, and end of each semester but responded to measures of personal and contextual factors only at the beginning of each semester. In both studies, manifest growth curve models indicated a decrease in all subdimensions of study satisfaction as the semester progressed. Generally, gender (male) and intrinsic motivation were positive predictors but age (younger students), motivational cost, and loneliness were negative predictors of different subdimensions of study satisfaction – particularly satisfaction with study content. Overall, motivational costs and loneliness were the most consistent predictors of all subdimensions of study satisfaction across both studies. Our findings provide support for the understanding that study satisfaction could diminish in the face of challenging situations such as in this pandemic. The present study also highlights certain personal and contextual factors that relate to study satisfaction and calls for intensive research into the multidimensional construct of study satisfaction.

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The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement

2023

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The transition from school to university mathematics is a challenging process for many students, which is reflected in high dropout rates during the first year at university. Using mediation analysis, we want to shed light on the role of students’ attitudes towards mathematics—especially their interest in mathematics and their mathematical self-concept—for early dropout and investigate the underlying mechanisms for the relations between attitudes and dropout. Informed by frameworks of person-environment-fit and results from educational psychology, we consider satisfaction with one’s studies and achievement as potential mediators, influencing the relations between attitudes and early dropout. Our results within a sample of 274 first-year students, enrolled in a pure mathematics or a teacher education program at a German university, show that interest in university mathematics and mathematical self-concept are associated with less risk to drop out. In the case of interest, this relation is mediated by students’ satisfaction, and in the case of self-concept, this relation is mediated by satisfaction and achievement. Based on these results, we discuss how to support students during the transition from school to university mathematics in order to prevent early dropout.

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Bedingungsfaktoren der Studienzufriedenheit von Lehramtsstudierenden

Cited by 4 publications

References 0 publications

Individual and Organizational Factors in Coping With COVID-19 in Soldier Students

Individual and Organizational Factors in Coping With COVID-19 in Soldier Students

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement

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