Predictors of University Student Satisfaction with Life, Academic Self-Efficacy, and Achievement in the First Year

Abstract

Understanding personal factors that contribute to university student satisfaction with life is important in order to determine how we can better prepare students for the transition to post-secondary education and support them during this transition. This study examined predictors of university student satisfaction with life, academic self-efficacy, and self-reported academic achievement in their first year of university. First-year students (n = 66) completed selfreport measures of academic achievement, university well-being, satisfaction with life, personality, and mental health. A linear regression analysis approach was applied to the data. Results indicated that academic satisfaction and school connectedness predicted satisfaction with life but that academic self-efficacy and college gratitude did not, conscientiousness predicted academic self-efficacy, college well-being predicted self-reported achievement, and anxiety predicted achievement but depression did not. This study highlights the importance of understanding the personal factors that influence well-being and achievement during the transition to university.

Subjective well-being level as a predictor of university students' psychological engagement in blended learning

“…Results illustrated also that there were significant differences in the subjective well-being level among the participants due to the gender variable (male-female) in favour of the female students. This result agrees with the results of previous research indicating that female students enjoy a higher level of subjective well-being than males most of the time when stress levels are low (Nair et al, 2021) and differs from other studies stating that there were no differences between male and female students in this level (Wilcox & Nordstokke, 2019). There were also no significant differences in the subjective well-being level among the participants due to the students' academic discipline variable, while there were significant differences in the dimensions of the subjective well-being scale in favour of the literary specialisation.…”

Spiritual Vocation and Academic Satisfaction of Senior High School Student

“…There is a big difference between students who are unsatisfied with their academic studies and student who are already satisfied from the very beginning (Wach, Karbach, Ruffing, Brunken, & Spinath, 2016). A student is satisfied with his or her life; there is a big possibility that the student will gain also academic satisfaction and more connected to school (Wilcox & Nordstokke, 2019). Students' expectations on their achievements and how they value the subject is a good motivation that could help student achieve academic satisfaction (Betoret, Rosello, & Artiga, 2017).…”

“…The table shows that out of 194 respondents there are 136 respondents who are highly satisfied with their academics indicated with a 70.1 percentage. Students must have strong relation in school in order to be encouraged and raise their academic satisfaction (Wilcox & Nordstokke, 2019). The researchers observed that most of the students that feels comfortable and do not look at the school as a place where in they don't feel freedom, mostly the students are doing their best in school.…”