Measuring Academic Life Satisfaction in Portuguese Students

Abstract

Student's academic life satisfaction (ALS) plays a relevant role as an indicator of student´s academic success and wellbeing. However, literature shows a lack of instruments to measure ALS in Portugal. The aim of this paper is to present the concept elements and an instrument to measure Academic Life Satisfaction. Using a literature review, some relevant instruments come up to assess satisfaction with academic. Results indicate a lack of precise instruments to measure ALS in Portuguese's Students. Developaccurate tools to measure ALS, is important todesign programs to improve student´s adjustment, academic success and wellbeing in the campus.

Does educational stress mediate the relationship between intolerance of uncertainty and academic life satisfaction in teenagers during the COVID‐19 pandemic?

“…The items are answered on a 5‐point Likert‐type scale with options ranging between “1” strongly disagree and “5” strongly agree. As a result of the reliability analysis of the scale, the internal consistency coefficients are calculated as ( α ) 0.72 for the personal satisfaction subscale, ( α ) 0.74 for the satisfaction with the academic environment, and ( α ) 0.80 for the overall scale (Nogueira et al, 2019). High scores on the scale reveal that the level of satisfaction with academic life is high.…”

“…This 8-item scale was developed by Nogueira et al (2019) to evaluate the satisfaction of young adults with their academic life. The items are answered on a 5-point Likert-type scale with options ranging between "1" strongly disagree and "5" strongly agree.…”

“…The literature regarding academic life satisfaction is fairly new. It represents the evaluations of students regarding their satisfaction including their relationships with teachers and peers in the school, commitment and performance, and satisfaction with the environment of academic settings (Nogueira et al, 2019). A small number of studies indicate that effective self‐regulation strategies, academic achievement, and rational beliefs about studying contribute to academic life satisfaction; however, procrastination may cause an impairment (Balkis, 2013; Balkis & Duru, 2016).…”