The Contribution of Student Satisfaction to Persistence

Abstract

This study of nearly 30,000 undergraduates at 61 four-year public and private institutions examines the influence of satisfaction on students' persistence in college. Data were collected using the Student Satisfaction Inventory (Schreiner & Juillerat, 1994) and were analyzed by class level. The hierarchical multiple regression analyses indicated that satisfaction scores accounted for an additional 35% to 37% of the variation in students' likelihood of choosing the same institution again if given the chance to revisit their college enrollment decision. Binary logistic regression indicated that satisfaction with the college's climate was significantly predictive of actual persistence the following academic year, with odds ratios ranging from 1.15 to 1.67 across the class levels. Clear differences in predictors of satisfaction across class levels indicate the importance of disaggregating data to more clearly understand the drivers of satisfaction at each level and to equip institutions to facilitate positive student experiences throughout the college years.College student persistence has been characterized by researchers and policymakers as a complex puzzle that by its very nature defies simple solutions (Braxton, 2000). Evidence of the intractability of this problem is readily apparent 73 Ó 2013, Baywood Publishing Co., Inc.

Ties That Bind: Academic Advisors as Agents of Student Relationship Management

“…However, some scholars assert that satis faction measures reflect student bias created by unrealistic or uninformed expectations of the advisor; others point out that student satisfaction measures fail to provide long-term data on the effects of academic advising on student outcomes, including persistence (Powers et al, 2014;White & Schulenberg, 2012). However, critics may not realize that student satisfaction is inextricably linked to positive student outcomes (Elliott & Healy, 2001); for example, satisfaction with the college experience has been cited as one of the most important predictors of student persistence (Schreiner, 2009;Schreiner & Nelson, 2013). Where no satisfaction exists, little learning or success follows.…”

Testing the Impact of Counseling over Time on Non-Urgent Undergraduate Life Satisfaction

“…Collecting such data may be important going forward. Prior research has shown that student satisfaction with their university was positively related to undergraduate retention (Schreiner & Nelson, 2013). It would be interesting to see if undergraduate life satisfaction also influences their retention.…”

Outcomes Assessment and Sophomore Programs: How Assessment as Organizational Learning Can Improve Institutional Integrity

“…Student learning and development outcomes appropriate for the sophomore year include purpose, engaged learning, academic self‐efficacy, a sense of community on campus, meaningful interactions with faculty, development of healthy relationships and connections to peers, and self‐authorship (Hunter et al., ; Schaller, ; Schreiner & Nelson, ; Schreiner, Slavin Miller, Pullins, & Seppelt, ; Young et al., ). By focusing on outcomes such as these, satisfaction with their college experience in the second year and continuation to the junior year become more likely.…”