School Satisfaction

Suldo, Shannon M.; Bateman, Lisa M.; McMahan, Melanie M.

doi:10.1007/978-94-007-0753-5_2601

Cited by 4 publications

(6 citation statements)

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“…Furthermore, learners may also be satisfied with a course because they are satisfied with the teacher's teaching. A learners' satisfaction with the school may also be enhanced by their satisfaction with the course because they have had a positive experience of learning at school (Suldo et al, 2014). This study therefore also clarifies the impact of this.…”

Section: The Impact Of Learning Processes On Learning Outcomesupporting

confidence: 56%

“…In youth, global life satisfaction is thought to be primarily affected by their satisfaction with family, friendships, living environment, self, and school (Suldo et al, 2014). The results corresponded to Suldo et al (2014) and indicated that mlearning, providing a different form of learning at schools, facilitated students' subjective perception of the quality of their school life. The results also corresponded to Alavi and Leidner (2001) regarding the impact ofparticipants' learning processes on their learning outcomes.…”

Section: The Impact Of Learning Processes On Learning Outcome Of Diffmentioning

confidence: 94%

“…Furthermore, satisfaction toward apps/tablets of m-learning can possibly increase learners' satisfaction with school because schools decide the classes and the courses that adopt the innovation of m-learning. School satisfaction refers to the students' subjective perception of the quality of his/her school life and it affects the youth's global life satisfaction (Suldo, Bateman, & McMahan, 2014). M-learning allows a different form of learning at schools.…”

Section: The Impact Of Learning Processes On Learning Outcomementioning

confidence: 99%

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Exploring the Role of M-learning in Elementary Education

Chen

2017

JITE:Research

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Aim/PurposeThis study explores the associations between elementary school learners' m-learning and learner satisfactions based on the technology-mediated learning model. Background M-learning (mobile learning) is emerging, but its role in elementary education still needs clarification. MethodologyQuestionnaires were mailed to several different elementary schools, located in different areas that adopted m-learning. Due to the possible limited cognitive ability because of age, short measures were adopted in the study. Finally, data from eighty-six elementary school learners who had experience in mobile learning were gathered and analyzed with Partial Least Square (PLS) for the limited sample size. ContributionThe results implied the vital role of m-learning in providing different form of interaction in class to activate elementary school learners' course participation. They also indicated that mobile learning not only activated learners' active course participation but linked students, teachers, courses, and schools. FindingsThe results showed that m-technology quality of mobile learning was significantly associated with learners' active course participation and satisfaction toward apps/tablets in m-learning that contributed to different learner satisfactions. Recommendations for PractitionersThe findings suggested that with good interaction quality facilitated by apps/tablets in m-learning, m-learning could be a suitable medium for teachers to have interaction with students and increased students' different satisfactions in schools at alternative collective learning environments in elementary education. Future ResearchFuture studies to measure and reflect different impact of student-teacher interaction in m-learning are suggested.

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Section: The Impact Of Learning Processes On Learning Outcomesupporting

confidence: 56%

Section: The Impact Of Learning Processes On Learning Outcome Of Diffmentioning

confidence: 94%

Section: The Impact Of Learning Processes On Learning Outcomementioning

confidence: 99%

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Exploring the Role of M-learning in Elementary Education

Chen

2017

JITE:Research

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“…Finally, since a previous study [15] showed significant associations between the school’s segregation profile and its level of school ethos, we investigated whether school ethos mediated any of the associations between school choice groups and the three student outcomes. Further, since students’ satisfaction with school may contribute to their level of psychological well-being [81,82], we explored whether school satisfaction mediated any association between school choice group and psychological complaints. For all models, the Intra Class Correlation (ICC) was reported.…”

Section: Methodsmentioning

confidence: 99%

School Choice at a Cost? Academic Achievement, School Satisfaction and Psychological Complaints among Students in Disadvantaged Areas of Stockholm

Saminathen

Låftman

Modin

2019

IJERPH

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School choice allows students from more disadvantaged district areas in metropolitan Swedish cities to commute to more prestigious schools outside of their residential area. This study examined how such students fare compared to their peers who attend more deprived schools in their own district area. Multilevel analysis was applied, estimating 2-level random intercept linear regression models based on cross-sectional survey data collected among ninth grade students in 2014 and 2016 (n = 2105). Analyses showed that students living in relatively disadvantaged district areas of Stockholm who chose to attend more prestigious schools outside of their residential area performed better academically compared to students who opted to remain at more deprived schools in their catchment area, an association that was partly mediated by school quality in terms of teacher-rated school ethos. Yet, commuting students reported lower school satisfaction and more psychological complaints than students who stayed behind, even when taking academic achievement and school ethos into account. The association with psychological complaints was partly mediated by school satisfaction. Thus, the academic gain associated with having chosen to commute from a disadvantaged area to a more prestigious school does not appear to translate into higher school satisfaction and better psychological well-being.

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“…Satisfaction is a concept that has been frequently studied in economics (Levin et al, 1980) and in education. Where higher education is concerned, most studies have focused on measuring the satisfaction of students and/or professors (Colton & White, 1985;Suldo et al, 2006;Botek, 2016;Bateman & McMahan, 2014, Mihanovic et al, 2016Arpilleda, 2017). Studies dealing with citizen satisfaction with higher education are poorly represented in the literature (Jones, 2016;Calderon & Crabtree, 2019).…”

Section: Theoretical Framework 11 Literature Reviewmentioning

confidence: 99%

Modeling Citizens Satisfaction with Higher Education: A Case Study of Rijeka

Delibašić¹,

Ivanis²,

Pupavac³

et al. 2022

MNJE

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The research subject of this paper is the satisfaction of the citizens of Rijeka with higher education as a public service. The papers aims to a) determine the elements of the construct of citizen satisfaction with higher education as a public service and identify opportunities to enhance citizen satisfaction, that is, raise it to a considerably higher level, and b) to contribute to the creation of higher-education policies in modern circumstances to ensure that all members of society are satisfied with this public service. Research starts from the main hypothesis that most of Rijeka's citizens are satisfied with higher education as a public service. Auxiliary hypotheses are also formulated. The main and auxiliary hypotheses are tested using descriptive statistics, cluster analysis, the t-test and variance analysis (ANOVA). The main conclusion of this paper is that the satisfaction of Rijeka's citizens with the quality of services provided by higher education is above average, in particular with the availability of occupations provided by the various types of faculties. On the other hand, the citizens of Rijeka are dissatisfied with the ties between businesses (employers) and the academic community, and with the low degree to which jobs are ensured for top students. Statistically significant differences, with regard to the level of satisfaction with higher education as a public service, are evident among citizens with different educational backgrounds.

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School Satisfaction

Cited by 4 publications

References 0 publications

Exploring the Role of M-learning in Elementary Education

Exploring the Role of M-learning in Elementary Education

School Choice at a Cost? Academic Achievement, School Satisfaction and Psychological Complaints among Students in Disadvantaged Areas of Stockholm

Modeling Citizens Satisfaction with Higher Education: A Case Study of Rijeka

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