University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter

Abstract

Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; Mage = 20.77; SDage = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.

Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico

“…Estos resultados, podrían apoyar la idea de que aquellos estudiantes universitarios que experimentan un estado agradable de inmersión frente a los estudios y que, a su vez, tienen un compromiso y una dedicación con los mismos, están más satisfechos con su experiencia académica (Caballero, Abello y Palacio, 2007). A su vez, ser capaz de entender los estudios como un reto positivo, disfrutar en las actividades relacionadas y persistir ante los contratiempos y dificultades de los mismos, lleva al estudiante a apreciar una mayor sensación de bienestar y un mejor desempeño y mayor satisfacción en el ámbito académico (Gómez et al, 2015;Wach, Ruffing, Brünken y Spinath, 2016).…”

The Roles of Empathy, Attachment Style, and Burnout in Pharmacy Students’ Academic Satisfaction

“…[64][65][66] This nine-item scale assesses satisfaction with theoretical and practical curricular contents, research activity, academic life, extracurricular experiences, interpersonal relationships, and life in general. Higher scores represent higher levels of academic satisfaction, with a maximum score of 36.…”

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

“…Academic satisfaction or satisfaction with academic studies is somewhat analogous to job satisfaction, and definitions sometimes prioritize cognitive, affective, or attitudinal dimensions (Wach, Karbach, Ruffing, Brünken, & Spinath, 2016). Students in a teacher education program were more satisfied with the content of their program when they reported high levels of intrinsic motivation and were more satisfied with the conditions of their program when they assumed that the courses would not be difficult (Wach et al, 2016). Further, students who were achieving academically were more satisfied with their program (Wach et al, 2016), suggesting a link between academic competence and academic satisfaction.…”