Quality of College Life (QCL) of Students: Further Validation of a Measure of Well-being

Sirgy, M. Joseph; Lee, Dong Jin; Grzeskowiak, Stephan; Yu, Grace B.; Webb, David; El-Hasan, Karma; Vega, Jose Jesus Garcia; Ekici, Ahmet; Johar, J. S.; Krishen, Anjala S.; Kangal, Ayça; Swoboda, Bernhard; Claiborne, C. B.; Maggino, Filomena; Rahtz, Don R.; Cantón, Alicia; Kuruüzüm, Ayşe

doi:10.1007/s11205-010-9587-6

Cited by 46 publications

(27 citation statements)

References 22 publications

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“…One important finding from this study was that the QUL was predicted by applying being away strategies-during pre-departure and while at university-as well as other positive elements, which means that students who used those strategies found their university life better than students who did not. Consistent with other research (Sirgy et al 2010;Yu and Lee 2008), QCL / QUL has a crucial role in positive well-being. Unfortunately, our study did not include academic achievement, although in recent meta-analysis done by Bucker, Nuraydin, Simonsmeier, Schneider and Luhmann (2018), it was shown that low achievement does not necessarily result in negative well-being and high achievement does not automatically mean better quality of life.…”

Section: Predictors Of Student Well-beingsupporting

confidence: 91%

Studying Away and Well-Being: A Comparison Study Between International and Home Students in the UK

Alharbi¹,

Smith²

2019

IES

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The aim of this study was to investigate the impact of being away from home on the well-being of international and domestic UK university students as a function of demographic factors, course load, support, personality, healthy lifestyle, and their employment of pre-planning and being at university strategies. A total of 510 students (n = 391 international and 117 British) completed an on-line survey to record demographic details and measure their well-being, quality of university life, and their being away from home strategies. The findings showed that International students reported greater quality of university life and used more pre-departure strategies; the female students reported a significantly more negative well-being and higher course demand than their male peers. A regression analysis showed that positive well-being was predicted by a positive personality, a healthy lifestyle, control and support for academic work, quality of university life and employing well-being strategies (using technology without over-reliance on it and the ability to unwind from study). Negative well-being, on the other hand, was predicted by a less positive personality and a less healthy lifestyle, a higher course demand, less control and support for academic work and less quality of university life. Moreover, the regression analysis showed that international students who employed more pre-departure strategies showed less negative well-being.

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Section: Predictors Of Student Well-beingsupporting

confidence: 91%

Studying Away and Well-Being: A Comparison Study Between International and Home Students in the UK

Alharbi¹,

Smith²

2019

IES

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“…), determinants of the growth, decline and competitiveness of organisations [61]; and (ii) as a set of non-economic factors, as a subject of research in the quality of academic life of students (QAL) (satisfaction with services, emotions felt in campus, etc. ), e.g., [62][63][64][65][66][67][68], or as a factor for assessing quality of work life (needs for satisfaction in a physical and emotional line) (QWL) [69][70][71][72][73].…”

Section: Sustainable Development Practices and Quality Of Lifementioning

confidence: 99%

“…Recent years have witnessed an exponential increase in the number of studies on QoL in educational environments in relation to the different individuals and groups therein [63,67,68,[77][78][79], more specifically in the areas of students' QAL, e.g., [64][65][66][67][68] and the QWL of teachers and researchers [70,71]. QAL can be assessed in terms of feelings of global satisfaction with the student's experience of life at university [80].…”

Section: Sustainable Development Practices and Quality Of Lifementioning

confidence: 99%

“…QAL concerns the degree of need for satisfaction and the experiences that create positive emotions in the context of university life experienced by students [81]. Furthermore, the QAL corresponds to a sub-domain of QoL in general, expressed through the satisfaction revealed with the domain of university life [63,80]. These same authors conceptualized QAL as students' general feeling of satisfaction with the experience of university life through the presence of positive sentiments and the absence of negative ones.…”

Section: Sustainable Development Practices and Quality Of Lifementioning

confidence: 99%

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Bridging Intellectual Capital, Sustainable Development and Quality of Life in Higher Education Institutions

2020

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This paper analyses the relationship between the intellectual capital of higher education institutions (HEIs) and their sustainable development practices, and assesses whether higher education institutions’ sustainable development practices are related to their stakeholders’ quality of life. Using a structural equation model, two model specifications are estimated, gathering primary data from a convenience sample composed of 738 full-time students and 587 teachers/researchers at seven Portuguese higher education institutions. The findings reveal that intellectual capital influences sustainable development practices directly and positively, whereas sustainable development practices influence students’ quality of life in a significant way, although the same is not verified for teachers/researchers. These findings provide insightful implications for policy-making and intellectual capital management for practices in higher education institutions; firstly, by showing that the sustainable development concept is associated with HEIs’ practices of economic, environmental, social and organisational sustainability; secondly, by concluding that public Portuguese HEIs need to improve the social dimension of their sustainable development practices, and here there may be room for improvement in the institution through better and more proficient social engagement that is more directed to the challenges of sustainability and social change; and thirdly, by showing that the inclusion of better sustainable practices has repercussions on the quality of life of all stakeholders.

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“…Hence, the quality of academic life can be assessed in terms of feelings of global satisfaction with the student's life experience in his school environment. Students' satisfaction with academic management, social action, services and facilities has a significant influence on their quality of academic life [5], [6].…”

Section: Introductionmentioning

confidence: 99%

Revalidation of the Academic Quality of Life Questionnaire for Students Attending Portuguese Polytechnic Higher Education Institutions

Ferreira¹,

Campos²,

Guiné³

et al. 2019

EDULEARN Proceedings

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Introduction: School dropout is a problem that affects higher education and the schools that are part of this educational system. School dropout has increased over time and is closely connected with students' Quality of Academic Life. Objectives: To test the factorial structure of the Questionnaire of Academic Experience for Portuguese higher education students. Methodology: Quantitative, cross-sectional, descriptive and correlational study. A student sociodemographic background questionnaire and Almeida Soares and Ferreira's Academic Experiences Questionnaire (QAE) (2002) were used as data collection instruments. The sample consists of 891 students aged between 17 and 40 years, with a mean age of 19.68 years (± 2.34 years). Results: The QAE designed by Almeida, et al. (2002), after validation, was composed of 35 items. Confirmatory factorial analysis demonstrates the validity of its structure in five dimensions: personal, study, interpersonal, career and institutional. Statistics on Quality of Academic Life have an average index of 60.46%; ± 10.02 sd. Female students show higher rates in dimensions such as: personal quality of life, profession/career, study, institutional, and overall quality of life. Male students show higher mean values in the quality of life, interpersonal and career dimensions Conclusions: The results of the present study support the psychometric adequacy of the QAE Almeida, et al. (2002) designed for the Portuguese population, indicating that it can be used in tests conducted in this field of knowledge.

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Quality of College Life (QCL) of Students: Further Validation of a Measure of Well-being

Cited by 46 publications

References 22 publications

Studying Away and Well-Being: A Comparison Study Between International and Home Students in the UK

Studying Away and Well-Being: A Comparison Study Between International and Home Students in the UK

Bridging Intellectual Capital, Sustainable Development and Quality of Life in Higher Education Institutions

Revalidation of the Academic Quality of Life Questionnaire for Students Attending Portuguese Polytechnic Higher Education Institutions

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