Differences in college student satisfaction: Academic dropouts, nonacademic dropouts and nondropouts.

Abstract

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.

University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter

“…SAS is considered to be an important subjective educational outcome variable due to its relation to a wide range of crucial constructs (Benjamin and Hollings, 1997), such as stress tolerance (Schiefele and Jacob-Ebbinghaus, 2006), retention (Starr et al, 1972), and academic achievement (Bean and Bradley, 1986). Nevertheless, the significance of SAS as a subjective indicator of academic success (Spörer and Brunstein, 2005) has often been neglected (Trapmann et al, 2007).…”

Handicapped Student Satisfaction

“…Satisfaction has a positive effect on students' school performance, personalities and attitudes toward school. Starr, Betz, and Menne (1972), in a study of college students' satisfaction, found that persisters were most satisfied with their environment, followed by dropouts with passing grades and finally by dropouts with inadequate grades. They measured satisfaction through the dimensions of academic aspects and feelings of personal worth.…”

“…In order for a student to be successful in the college environment, he/she must possess the skills to fulfill the requirements of the environment. With the appropriate skills, the environment is rewarding; with inappropriate skills the environment is devastating and the probability of withdrawal is increased (Starr, Betz, & Menne, 1972).…”

Factors Related to Student Retention in Community College Developmental Education Mathematics

“…Although the Spady (1971) and Tinto (1987) models-have both of which focused on personal/environmental fit-served as the basis for a great deal of retention research during the past decade, they have not been applied to developmental education (Bean, 1980;Rotman, 1972;Starr, Betz, & Menne, 1972). Recently, however, Halpin (1990) used the open-door community college (Pascarella, Duby, Terenzini, & Iverson, 1983;Pascarella & Wolf, 1985).…”