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Journal articles on the topic 'Mormons College students Satisfaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Riffer, Roger L., and Jeffrey C. Chin. "DATING SATISFACTION AMONG COLLEGE STUDENTS." International Journal of Sociology and Social Policy 8, no. 5 (May 1988): 29–36. http://dx.doi.org/10.1108/eb013056.

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2

Smith, Timothy B., and Richard N. Roberts. "Pkejudice and Racial Identity among White Latter-Day Saint College Students: An Exploratory Study." Psychological Reports 79, no. 3 (December 1996): 1025–26. http://dx.doi.org/10.2466/pr0.1996.79.3.1025.

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Previous research has documented increases in racial tolerance of members of the Church of Jesus Christ of Latter-Day Saints (Mormons or LDS). In the present study, 211 LDS college students held predominantly tolerant attitudes on racial identity which were similar to those of 78 non-LDS peers; however, the LDS subjects expressed more naivete, curiosity, and confusion regarding black people and black culture.

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3

Landrum, R. Eric, Je T'Aime Hood, and Jerry M. McAdams. "Satisfaction with College by Traditional and Nontraditional College Students." Psychological Reports 89, no. 3 (December 2001): 740–46. http://dx.doi.org/10.2466/pr0.2001.89.3.740.

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University students ( N = 433) were surveyed about their satisfaction with a number of campus services and opportunities. Comparisons between traditional (up to 24 years old) and nontraditional (25 years old and older) students indicated the latter valued learning and school opportunities more and appreciated the efforts of their professors in interacting with them and communicating information. A number of similarities were noted. University administrations need to be aware of the important differences between such groups to be able to enhance students' satisfaction.

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LANDRU, R. ERIC. "SATISFACTION WITH COLLEGE BY TRADITIONAL AND NONTRADITIONAL COLLEGE STUDENTS." Psychological Reports 89, no. 7 (2001): 740. http://dx.doi.org/10.2466/pr0.89.7.740-746.

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5

Park, Hye-Jung. "Factors influencing life satisfaction among college students." Research Journal of the Costume Culture 23, no. 6 (December 31, 2015): 1061–81. http://dx.doi.org/10.7741/rjcc.2015.23.6.1061.

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6

Sachdeva, Sandeep, Ruchi Sachdeva, and Shweta Goswami. "Body image satisfaction among female college students." Industrial Psychiatry Journal 21, no. 2 (2012): 168. http://dx.doi.org/10.4103/0972-6748.119653.

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7

Kim, Hak-Seon, Sang-Mook Lee, and Jingxue Jessica Yuan. "Assessing College Students' Satisfaction with University Foodservice." Journal of Foodservice Business Research 15, no. 1 (January 2012): 39–48. http://dx.doi.org/10.1080/15378020.2011.624048.

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8

Uprety, Raju, and Sabina Baniya Chhetri. "College Culture and Student Satisfaction." Journal of Education and Research 4, no. 1 (July 7, 2014): 77–92. http://dx.doi.org/10.3126/jer.v4i1.10728.

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This study examines the relationship between college culture and student satisfaction. It also examines the order of strength of relationship of college culture dimensions as perceived by students with student satisfaction. The study was conducted among 251 BBA students of various colleges located within Kathmandu and Lalitpur districts of Nepal using Denison Organizational Culture Survey Model. We measured student satisfaction using the questionnaire adopted from Hartman and Schmidt (1995) and Silva and Fernandes (2012). Our results indicated that college culture dimensions – involvement, adaptability, and consistency – related significantly to student satisfaction and the strength of relationship followed the order: involvement, adaptability and consistency.DOI: http://dx.doi.org/10.3126/jer.v4i1.10728ournal of Education and Research, March 2014, Vol. 4, No. 1, pp. 77-92

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9

Strayhorn, Terrell L. "Traits, Commitments, and College Satisfaction Among Black American Community College Students." Community College Journal of Research and Practice 35, no. 6 (May 2, 2011): 437–53. http://dx.doi.org/10.1080/10668920801901282.

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10

Patitu, Carol Logan. "College choice and satisfaction level of African American male college students." Journal of African American Men 5, no. 1 (June 2000): 71–92. http://dx.doi.org/10.1007/s12111-000-1016-5.

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11

Bailey, Roger C., and Christy Miller. "LIFE SATISFACTION AND LIFE DEMANDS IN COLLEGE STUDENTS." Social Behavior and Personality: an international journal 26, no. 1 (January 1, 1998): 51–56. http://dx.doi.org/10.2224/sbp.1998.26.1.51.

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Researchers have proposed that life satisfaction may be increased by reduced life involvement (i.e., the scarcity hypothesis) or increased by greater life involvement (i.e., the expansion hypothesis). This study attempted to determine if female and male college students are more satisfied with their lives if they have more or less active life styles. One hundred and fifty-seven females and eighty-six males were assigned to either a High, Moderate, or Low Life satisfaction group and additional instruments were administered to assess the manner of decision making, the extent of role demands and time pressures, and the respondents' satisfaction with school performance and their dating and family relationships. Results demonstrated that both male and female college students with high life satisfaction had more demanding life styles than individuals with low life satisfaction, but they did not suffer greater personal stress. The significant role of fulfilling interpersonal relationships in overall life satisfaction was also evident.

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12

Mohammed Ebrahim, Samira. "Academic Satisfaction Among Nursing College Students in Basra." Research Journal of Medical Sciences 14, no. 1 (May 22, 2020): 15–19. http://dx.doi.org/10.36478/rjmsci.2020.15.19.

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13

Bean, John P., and Russell K. Bradley. "Untangling the Satisfaction-Performance Relationship for College Students." Journal of Higher Education 57, no. 4 (July 1986): 393. http://dx.doi.org/10.2307/1980994.

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14

Kennedy, Gregory E. "Differences among College Students' Perceptions of Family Satisfaction." Perceptual and Motor Skills 68, no. 1 (February 1989): 129–30. http://dx.doi.org/10.2466/pms.1989.68.1.129.

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Differences in reported family satisfaction were found among groups of college students of different social class, family form, length of time away from home. Differences were not found among students of different ages, races, birth order, marital status, or size of home community.

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15

Clifford, Patrick R., Elizabeth W. Edmundson, William R. Koch, and Barbara G. Dodd. "Drug Use and Life Satisfaction Among College Students." International Journal of the Addictions 26, no. 1 (January 1991): 45–53. http://dx.doi.org/10.3109/10826089109056238.

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16

Kyungok Sohn and Chyul-Young Jyung. "The Development of Junior College Students Satisfaction Inventory." Journal ofAgricultural Education and Human Resource Development 46, no. 2 (June 2014): 71–98. http://dx.doi.org/10.23840/agehrd.2014.46.2.71.

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17

Bean, John P., and Russell K. Bradley. "Untangling the Satisfaction-Performance Relationship for College Students." Journal of Higher Education 57, no. 4 (July 1986): 393–412. http://dx.doi.org/10.1080/00221546.1986.11778785.

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18

Comm, Clare L., and Sandra L. Schmidt. "Expectation and Satisfaction Criteria of Business College Students:." Journal of Marketing for Higher Education 1, no. 2 (March 3, 1989): 157–66. http://dx.doi.org/10.1300/j050v01n02_13.

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19

Nauta, Margaret M. "Assessing College Students' Satisfaction With Their Academic Majors." Journal of Career Assessment 15, no. 4 (November 2007): 446–62. http://dx.doi.org/10.1177/1069072707305762.

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20

Marques, Cátia, Maria do Céu Taveira, Cristina Ceinos, Ana Daniela Silva, and Miguel Nogueira. "Life satisfaction in college students: values as predictors." Psicología desde el Caribe 35, no. 3 (April 12, 2019): 171–82. http://dx.doi.org/10.14482/psdc.35.3.155.67.

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21

Lai, Yung-Lien. "College Students’ Satisfaction with Police Services in Taiwan." Asian Journal of Criminology 11, no. 3 (December 22, 2015): 207–29. http://dx.doi.org/10.1007/s11417-015-9227-9.

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22

PANG, Jofy. "Life Satisfaction and Wellness in Chinese College Students." Asian Journal of Physical Education & Recreation 13, no. 2 (December 1, 2007): 43–48. http://dx.doi.org/10.24112/ajper.131831.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study aims to identify the relationship between life satisfaction and wellness in Chinese college students. A survey design was used. Based on the analysis of 338 sets of data, a significant and positive relationship between life satisfaction and wellness was established. In addition, students were found to be least satisfied with their living environment and most satisfied with their relationship with friends. Of the five dimensions of wellness, students scored the lowest in the physical dimension. 本文目的是探討本港大學生的生活滿足感與身心康盛的關係。透過分析收回的338份問卷，結果顯示同學之生活滿足感與其身心康盛有顯著的正面關係，而本港的大學生對朋輩關係之滿意程度最高，對生活環境之滿意程度則最低。在五項身心康盛的自我評估範疇中，本港大學生在身體康盛的得分最低。

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23

Çatikkaş, Fatih. "Physical Correlates of College Students' Body Image Satisfaction Levels." Social Behavior and Personality: an international journal 39, no. 4 (May 30, 2011): 497–502. http://dx.doi.org/10.2224/sbp.2011.39.4.497.

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Whether or not the association between physical characteristics and body image satisfaction varies by gender was investigated. The sample included 148 male and 104 female college students aged 19-27 years. To assess body image satisfaction, the Body Image Satisfaction Questionnaire (Berscheid, Walster, & Bohrnstedt, 1973) was used. Body fat, waist to hip, chest to shoulder ratio, weight, and height were measured. The results indicate that males had significantly greater body image satisfaction than did females. There was a small but significant correlation between physical characteristics and body image satisfaction for females but not for males. The regression model, consisting of bodily measures, predicted a significant variance in female body image satisfaction. The same model failed to explain male body image satisfaction.

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24

Sheu, Hung-Bin, Yanfei Liu, and Yue Li. "Well-Being of College Students in China." Journal of Career Assessment 25, no. 1 (August 6, 2016): 144–58. http://dx.doi.org/10.1177/1069072716658240.

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In this study, we tested a modified academic satisfaction model based on social cognitive career theory in a sample of 757 college students in China. The hypothesized model included personality traits (extraversion and emotional stability), self-construals (independence and interdependence), environmental and person-cognitive variables (supports, self-efficacy, outcome expectations, and perceived goal progress) in the academic domain, and academic and global well-being outcomes. Pathways that consisted of academic supports, self-efficacy, and goal progress partially mediated the effects of personality traits and self-construals on academic satisfaction and/or stress, which were, in turn, predictive of life satisfaction. Although Chinese students perceived outcomes of completing a college degree as favorable, such outcome expectations did not predict progress made in the academic domain. Multigroup analyses showed that the modified academic satisfaction model was applicable to both male and female college students in two major metropolitan areas—Chongqing in Southwest China and Shanghai in East China. With evidence for measurement equivalence, full structural equivalence was present by gender, whereas two of the hypothesized paths differed by location. Results of the study suggest that outreach or intervention programs, which involve gathering supports, boosting self-efficacy, and facilitating goal progress in the academic domain, are particularly beneficial for promoting the well-being of Chinese college students.

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25

Guo, Shu Xin, Jian Nan Guo, and Yang Sun. "Satisfaction Survey of Local Financial University Services Students." Applied Mechanics and Materials 644-650 (September 2014): 5636–39. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5636.

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This paper analyzed the local Financial university Services student satisfaction survey indicators , established a local college student satisfaction survey Financial model and use the designed local colleges and universities service student satisfaction questionnaire survey satisfaction with the status of student services for the school . Using the model to analyze the survey data processing , obtained satisfaction index of services. Research shows : Local Finance college student satisfaction is better, which is inseparable in recent years increasing efforts in building local Finance colleges.

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26

Milsom, Amy, and Julie Coughlin. "Satisfaction With College Major: A Grounded Theory Study." NACADA Journal 35, no. 2 (November 1, 2015): 5–14. http://dx.doi.org/10.12930/nacada-14-026.

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All college students must eventually choose and complete a major. Many switch majors, and some change it multiple times. Despite extensive literature addressing factors that influence students' initial choice of major, few scholars have examined students' experiences after enrollment in a selected major. In this study, we used a grounded theory study to investigate the experiences of 10 college students in their major with an emphasis on factors that influenced their (dis)satisfaction. An emergent theory explains the development of (dis)satisfaction with choice of college major by highlighting factors related to self and career awareness as well as personal reflection. Implications for college academic advisors are shared.

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27

Cho, Jung-Ae, and Jeong-Seon kim. "Factors Affecting Nursing College Students' Satisfaction with their Department." Journal of the Korea Academia-Industrial cooperation Society 17, no. 4 (April 30, 2016): 587–95. http://dx.doi.org/10.5762/kais.2016.17.4.587.

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28

Paap, Colleen E., and Rick M. Gardner. "Body image disturbance and relationship satisfaction among college students." Personality and Individual Differences 51, no. 6 (October 2011): 715–19. http://dx.doi.org/10.1016/j.paid.2011.06.019.

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29

Stokes, Suzanne P. "Satisfaction of college students with the digital learning environment." Internet and Higher Education 4, no. 1 (January 2001): 31–44. http://dx.doi.org/10.1016/s1096-7516(01)00046-x.

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30

Taniguchi, Emiko, and R. Kelly Aune. "Communication With Parents and Body Satisfaction in College Students." Journal of American College Health 61, no. 7 (October 2013): 387–96. http://dx.doi.org/10.1080/07448481.2013.820189.

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31

Sweet, Michael J. "Counseling Satisfaction of Gay, Lesbian, and Bisexual College Students." Journal of Gay & Lesbian Social Services 4, no. 3 (June 12, 1996): 35–49. http://dx.doi.org/10.1300/j041v04n03_02.

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32

Lee, Jungki, and Sunghyun Jang. "An Exploration of Stress and Satisfaction in College Students." Services Marketing Quarterly 36, no. 3 (July 3, 2015): 245–60. http://dx.doi.org/10.1080/15332969.2015.1046774.

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33

McDowall, Siriporn, and Weijia Jia. "Dining satisfaction with quick service restaurants among college students." Events and Tourism Review 4, no. 1 (June 29, 2021): 14–29. http://dx.doi.org/10.18060/25392.

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The purposes of this research were to investigate the reasons why college students enjoy fast food and why fast food is popular among college students. There were 313 respondents participating in this study. The majority of them were male, between 18-24 years of age, single, and they were freshmen and sophomores. On average, they visited the restaurant 3 times a week. Friends and family were their major source of information, followed by drive-by, the restaurant sign, social media, and billboard. Respondents were most satisfied with billing was accurate, operation hours were convenient, received food as ordered, menu was easy to read and order, and seat availability. Those who were satisfied with the restaurant would come back and recommend their friends and relatives to patron the restaurant.

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Yıldırım, Murat, and Fatma Çelik Tanrıverdi. "Social Support, Resilience and Subjective Well-being in College Students." Journal of Positive School Psychology 5, no. 2 (September 20, 2020): 127–35. http://dx.doi.org/10.47602/jpsp.v5i2.229.

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Social support has been linked to numerous adaptive psychosocial health outcomes. The Brief Perceived Social Support Questionnaire (BPSSQ) is a newly developed measure of general social support. This study aimed to test the psychometric properties and dimensionality of the BPSSQ in Turkish language and tested the mediating effect of resilience in the relationship between social support and satisfaction with life. Participants included 202 college students (69.3% females), with a mean age of 22.58 years (SD=1.26) who completed online measures of social support, resilience, and satisfaction with life. As expected, the BPSSQ provided a one-factor structure with a satisfactory internal consistency. Social support significantly predicted resilience and satisfaction with life. Resilience also predicted satisfaction with life. Furthermore, the results supported the hypothesis of mediating role of resilience in the relationship between social support and satisfaction with life. These results are important in terms of providing evidence of the underlying mechanism between social support and satisfaction with life. Future intervention efforts aimed at increasing social support and satisfaction with life may benefit from resilience.

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35

Zullig, Keith J., E. Scott Huebner, Rich Gilman, Jon M. Patton, and Karen A. Murray. "Validation of the Brief Multidimensional Students' Life Satisfaction Scale Among College Students." American Journal of Health Behavior 29, no. 3 (May 1, 2005): 206–14. http://dx.doi.org/10.5993/ajhb.29.3.2.

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36

Panori, Sheila A., Eugene H. Wong, Amy L. Kennedy, and Joel R. King. "A Pilot Project on College Students' Satisfaction and Self-Concept." Psychological Reports 77, no. 1 (August 1995): 255–58. http://dx.doi.org/10.2466/pr0.1995.77.1.255.

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This study examined correlations between measures of 137 students' self-concepts and their satisfaction with adjusting to college. The Satisfaction with College Questionnaire was designed to assess quantitatively students' satisfaction with social and academic adjustment. Analyses indicated that a number of self-concept dimensions were significantly correlated with scores on satisfaction. Researchers must focus on refining the questionnaire and examining its relation to outcome variables such as self-concept, attrition, grade point average, and motivation.

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Garrison, Yunkyoung Loh, Ki-Hak Lee, and Saba Rasheed Ali. "Career Identity and Life Satisfaction." Journal of Career Development 44, no. 6 (September 21, 2016): 516–29. http://dx.doi.org/10.1177/0894845316668410.

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Identity formation is considered as a key factor in the conceptualization of life satisfaction (LS). Recent volatility in labor markets has negatively influenced college students’ LS and attending to the relationship between their career identity (CI) and LS has become important for career researchers and counselors. The purpose of this study is to examine the mediating effects of tolerance for uncertainty (TU) and emotions (positive affect [PA] and negative affect [NA]) in the relationship between CI development and LS. The hypotheses were tested among 199 college students in a prestigious South Korean university. The results indicate that TU and emotions mediate the effects of CI on LS. Based on these findings, career counselors are encouraged to help college students understand the synergy of TU and development of CI, which may increase their sense of LS.

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Md Khalid, Norfaezah. "RESILIENCE, PERCEIVED SOCIAL SUPPORT, AND LIFE SATISFACTION AMONG MALAYSIAN COLLEGE STUDENTS." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 21–40. http://dx.doi.org/10.24200/jonus.vol6iss2pp21-40.

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Background and Purpose: Resilience is an essential element of life satisfaction. Individuals with high resilience are normally able to cope with a problem and find its solutions. Resilience is critical in helping students to achieve life satisfaction and good mental health. In addition, social support has been found as one of the good predictors in achieving life satisfaction. However, the underlying mechanism by which resilience is associated with life satisfaction has been under examined. The current study investigates the association between resilience and life satisfaction among Malaysian college students, focusing on social support as a factor mediating this association. Methodology: A total of 491 students participated in this study. The data were collected using a set of questionnaires. The mediation model was tested using structural equational modelling. Findings: Results showed that the total effects of resilience on life satisfaction were significant. Furthermore, social support mediated the influence of resilience on life satisfaction. Therefore, improving resilience and enhancing social support may increase Malaysian college students’ satisfaction in life. Contributions: The present study has implications on enhancing life satisfaction among college students. Finally, the study highlights the importance of social support in the implementation of intervention programmes with the goal of enhancing life satisfaction. Keywords: Social support, Malaysian, college students, life satisfaction, resilience. Cite as: Md Khalid, N. (2021). Resilience, perceived social support, and life satisfaction among Malaysian college students. Journal of Nusantara Studies, 6(2), 21-40. http://dx.doi.org/10.24200/jonus.vol6iss2pp21-40

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Um, Nam-Hyun, and Ahnlee Jang. "Antecedents and consequences of college students' satisfaction with online learning." Social Behavior and Personality: an international journal 49, no. 8 (August 4, 2021): 1–11. http://dx.doi.org/10.2224/sbp.10397.

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We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

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Deshwal, Pankaj, Vini Ranjan, and Geetika Mittal. "College clinic service quality and patient satisfaction." International Journal of Health Care Quality Assurance 27, no. 6 (July 8, 2014): 519–30. http://dx.doi.org/10.1108/ijhcqa-06-2013-0070.

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Purpose – The purpose of this paper is to identify the service quality dimensions that play an important role in patient satisfaction in campus clinics in Delhi; assess student satisfaction with service; and suggests ways to improve areas of dissatisfaction. Design/methodology/approach – A questionnaire was distributed to students who had completed at least two consultations at the college clinic. Convenience sampling was used to approach respondents. The questionnaire uses modified SERVQUAL and other instruments, including original dimensions and those constructed through detailed discussions. Factor analyses, reliability tests and the Kaiser-Meyer-Olkin measure of sampling adequacy were conducted. The final sample had a total of 445 respondents. Findings – After factor analysis, the authors found that the dimensions affecting patient satisfaction are: staff professionalism; clinic staff reliability; clinic accessibility and basic facilities; tangibles; cleanliness; awareness of the clinic/diseases and how clinic staff deals with emergencies. Most students were satisfied with the professionalism of the clinic staff. More than 70 percent of the respondents reported that the clinic staff paid good attention to them. The campus clinic was deemed reliable by more than 50 percent of respondents. The students found the clinic's location convenient, with more than 50 percent supporting its location. However, there was dissatisfaction among the students regarding the tangibles of the clinic, with more than 50 percent favoring upgrading. There was satisfaction among the respondents regarding the availability of the doctor after clinic hours, but contact details for the clinic staff were not easily accessible on campus. More than 60 percent of respondents were satisfied with the cleanliness of the campus clinic. More than 50 percent felt that the campus clinic was not equipped to deal with emergencies efficiently. At the same time, 90 percent of respondents reported the availability of referral facilities in case of emergencies. Originality/value – The authors believe that this is the first study conducted to assess patient satisfaction in the campus clinics of engineering institutes in Delhi region. This paper provides valuable information to college clinic administrators.

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Jun, Soo-Koung. "The Mediating Effect of Peer Communication between Social Withdrawal and Life Satisfaction of College Students." Integration of Education 23, no. 3 (September 30, 2019): 379–89. http://dx.doi.org/10.15507/1991-9468.096.023.201903.379-389.

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Introduction. In this study, an examination as to whether social withdrawal on the part of college students has an effect on satisfaction with college life is presented along with an analysis of the possible mediating effect of peer communication on social withdrawal and dissatisfac tion with college life. Material and Methods. A total of 1,220 college students were analysed using the 7th year data of the Korea Child and Youth Panel Survey conducted by Korea Youth Policy Institute in 2016. Analysis using SPSS 23 and AMOS 23 software programs was carried out, along with t-test, ANOVA and structural equation analysis. Results. A significant variation in satisfaction with college life according to demographic factors was noted. It was also found that social withdrawal has a direct impact on satisfaction with college life: the higher the degree of social withdrawal, the higher the satisfaction with college life. Moreover, social withdrawal increases satisfaction with college life as a function of peer communication. In other words, peer communication indirectly affects both social withdrawal and satisfaction with college life . Discussion and Conclusion. Based on the results of this study, practical suggestions are proposed for improving the life satisfaction of college students. Programs for improving peer communication and increasing social interaction should be developed for college students.

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Davaasambuu, Sarantsetseg, Jessica Cinelli, and Christine Zagari. "Adult Noncredit Students’ Priorities and Satisfaction." Adult Learning 31, no. 2 (September 26, 2019): 57–68. http://dx.doi.org/10.1177/1045159519875582.

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Background. Adult Student Priorities Survey (ASPS) from Ruffalo Noel Levitz was utilized to examine the level of importance and the level of satisfaction of continuing education students in allied health care and English as a second language (ESL) programs at Kingborough Community College, Brooklyn, NY. Method. Mean scores for both “importance” and “satisfaction” items were calculated by summing participants’ ratings (1-7 Likert-type scale) and dividing them by the number respondents. Mean scores for each scale were also calculated by summing all respondents’ scale scores and dividing them by the number of respondents. Gaps between importance and satisfaction were calculated by subtracting the score for satisfaction from the score for importance. The mean scores of allied health care students were compared with mean scores of ESL students. Results. The highest gap score was observed for academic services (0.91) followed by service excellence (0.85) as reported by the allied health care group, showing that students reported high importance but low satisfaction. There were no statistically significant differences between the average score of the two groups, indicating that the ratings were similar for the groups. Conclusion. Based on our findings, simple fixes such as extending registration times, having additional college and career advisors on staff, and training existing staff on customer service skills have the potential to increase enrollment and revenue, thereby giving us the resources to offer additional classes and programs in response to student needs.

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43

Abdel-Khalek, Ahmed M. "Subjective Well-Being and Religiosity in Egyptian College Students." Psychological Reports 108, no. 1 (February 2011): 54–58. http://dx.doi.org/10.2466/07.17.pr0.108.1.54-58.

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A sample of 224 Egyptian college students (101 men, 123 women) was recruited. Their ages ranged from 17 to 29 years ( M = 18.9, SD = 1.5). They responded to the Arabic versions of the Oxford Happiness Inventory, the Love of Life Scale, and the Satisfaction with Life Scale, as well as five separate single-item self-rating scales assessing physical health, mental health, happiness, satisfaction, and religiosity. All correlations between the measures and rating scales of subjective well-being and religiosity were statistically significant and positive, the largest between satisfaction and religiosity. Only one factor was retained in principal components factor analysis of the correlation matrix and labeled “Well-being and religiosity.” It was concluded that religious persons in the present sample reported higher subjective well-being.

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Chen, Xin, Yonghong Ma, Ruilin Wu, and Xia Liu. "Moderating Roles of Social Support in the Association between Hope and Life Satisfaction among Ethnic Minority College Students in China." International Journal of Environmental Research and Public Health 18, no. 5 (February 26, 2021): 2298. http://dx.doi.org/10.3390/ijerph18052298.

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Ethnic minority college students in China are Chinese students who migrate from ethnic minority-dominant areas to Han-dominant areas to attend college. Acculturative stress would lead to maladjustments for ethnic minority college students in China, such as low levels of life satisfaction. To help improve the life satisfaction of these students, this study adopted resilience theory to explore the beneficial effects of hope and social support and their influencing mechanisms. The participants included 362 ethnic minority college students in Beijing, China, and a questionnaire method was used. The results indicated that Han social support had a promotive effect on life satisfaction, while hope did not have a promotive effect on life satisfaction. Moreover, Han social support moderated the relationship between hope and life satisfaction. Specifically, the effect of hope on life satisfaction was stronger under the condition of a higher level of Han social support compared with those under a lower level of Han social support. In conclusion, Han social support can play a promotive effect individually, while hope only affected life satisfaction when a high level of Han social support existed. Han social support should be strengthened to improve the life satisfaction among ethnic minority college students in China.

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Ganguly, Rahul, and Harsha N. Perera. "Profiles of Psychological Resilience in College Students With Disabilities." Journal of Psychoeducational Assessment 37, no. 5 (July 11, 2018): 635–51. http://dx.doi.org/10.1177/0734282918783604.

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The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., “vulnerable,” “spirituality-dominant,” and “engaged-resilient”). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.

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Sacchetti, Gina M., and Elizabeth K. Lefler. "ADHD Symptomology and Social Functioning in College Students." Journal of Attention Disorders 21, no. 12 (November 17, 2014): 1009–19. http://dx.doi.org/10.1177/1087054714557355.

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Objective: ADHD is no longer considered a disorder that children simply outgrow. Adults experience ADHD at high rates (2.5%-5%) and are impaired in multiple life domains, including social impairment. The purpose of this study was to examine emerging adults with varying degrees of ADHD symptomology in respect to social impairment, state and trait anger, romantic relationship satisfaction, and intimate partner violence (IPV). Method: College students, a subset of emerging adults, were recruited to complete measures online. Results: Data were analyzed using a series of multiple regressions. Higher levels of ADHD symptomology in college students were related to increased social impairment and higher levels of state and trait anger, but not romantic relationship satisfaction or rates of IPV. Conclusion: Anger management and social skills training may be beneficial treatment components for this group.

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Omran, Sally Kamel Ali. "Investigating the Relationship between Educational Quality and Students' Satisfaction." International Journal of Customer Relationship Marketing and Management 6, no. 1 (January 2015): 61–79. http://dx.doi.org/10.4018/ijcrmm.2015010104.

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This research aims at investigating the relationship between higher educational quality and students' satisfaction who are studying in the professional programs (MBA, DBA, and Diploma) offered by Faculty of Commerce, Cairo University. The research depends on stratified random sample of 235 students. The response rate is 83.9% and data is analyzed by different statistical methods. The research ends with the following results: (a) there is positive, strong, and significant relationship between higher educational quality and students' satisfaction level; (b) there is positive, strong and significant relationship between functional quality, technical quality, college image and the overall higher educational quality; (c) there is positive, strong, and significant relationship between functional quality, technical quality, college image and students' satisfaction level; (d) technical quality is the strongest determinant of the educational quality followed by college image and finally functional quality. Finally, the research ends with some suggested points for future research.

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Park, Soonjoo, Hyun-Ok Kim, Keum-Ok An, and Yiluda Lee. "Relation between Appearance Satisfaction and Self-efficacy in College Students." Journal of the Korea Contents Association 14, no. 7 (July 28, 2014): 271–80. http://dx.doi.org/10.5392/jkca.2014.14.07.271.

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Perepelitsya, Olesya. "ASSESSMENT OF MEDICAL COLLEGE STUDENTS' SATISFACTION WITH THEIR FUTURE PROFESSION." Continuing Professional Education: Theory and Practice, no. 3-4 (2016): 142–48. http://dx.doi.org/10.28925/1609-8595.2016(3-4)142148.

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Odacı, Hatice, and Çiğdem Berber Çelik. "Group Counselling on College Students’ Internet Dependency and Life Satisfaction." Journal of Psychologists and Counsellors in Schools 27, no. 2 (July 3, 2017): 239–50. http://dx.doi.org/10.1017/jgc.2017.9.

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The limited number of programs of tested efficacy in the literature such as cognitive-behavioural therapy and family-based prevention of internet addiction is striking. The aim of this study was to analyse the effect of reality therapy-based group counselling on college students’ problematic internet use and life satisfaction. In order to determine who would participate in the counselling program, screening tests were administered to 418 students. Twenty students who met the inclusion criteria eventually took part. The Online Cognition Scale and Life Satisfaction Scale were used pre- and posttests in order to evaluate the counselling program. Results show that reality therapy-based group counselling significantly reduces the level of problematic internet use among college students and increases their life satisfaction levels.

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