Thèses : « Mormons College students Satisfaction »

1

Chou, Po Nien. « Religiosity and Life Satisfaction Among LDS College Students ». BYU ScholarsArchive, 1999. https://scholarsarchive.byu.edu/etd/4704.

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The purpose of this study was to determine the relationship between religiosity and life satisfaction among Latter-day Saints (LDS) college students. The scales used were the religiosity scale by Chadwick and Top (1993), and the life satisfaction scale by Neugarten, Havighurst and Tobin (1961). The analysis was based on data obtained from 222 students (55.5%) who responded. A prediction model was used to develop a regression equation. Pearson correlation analysis was used to evaluate the correlation between religiosity and life satisfaction. The regression equation is as follows: life satisfaction = 1.436815592 + 0.045915152 (spiritual experiences) + 0.042888274 (integration in congregation). A significant correlation of 0.0230 (p<.05) was found for spiritual experiences, and 0.0215 (p<.05) for integration in congregation. But no significant correlation was found between life satisfaction and the other factors such as gender, age, religious beliefs, private religious behavior, attendance/public behavior, and family religious. Spiritual experiences and integration in congregation were the only factors correlated with higher life satisfaction scores.

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Nien, Chou Po. « Religiosity and life satisfaction among LDS college students / ». Diss., CLICK HERE for online access, 1999. http://patriot.lib.byu.edu/u?/MTNZ,2429.

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Pettay, Robert Francis. « Health behaviors and life satisfaction in college students ». Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/669.

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Straub, Joshua David. « God attachment, romantic attachment, and relationship satisfaction in a sample of evangelical college students ». Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Schmitz, Martha J. « Alexithymia, self-care, and satisfaction with life in college students / ». free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9951124.

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Montgomery, Warren L. Kennedy Larry DeWitt. « Factors affecting student satisfaction in community college honors programs ». Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203047.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 21, 2005. Dissertation Committee: Larry Kennedy (chair), Thomas Baer, Ronald Halinski, William Piland, William Tolone. Includes bibliographical references (leaves 187-194) and abstract. Also available in print.

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Largen, Jessica. « The Relationship Between Stress, Satisfaction, and Emotional Intelligence in College Students ». TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/533.

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The relationship between stress and satisfaction has been well documented. However, little is known about the possible mediating effect that emotional intelligence may have on that relationship. This study addressed the role emotional intelligence plays between stress and satisfaction. By collecting measures of stress, life satisfaction, satisfaction with school, and emotional intelligence, this researcher examined the question "Does emotional intelligence serve as a moderator in the relationship between satisfaction and stress?" Results indicated that, after removing the effects of stress, emotional intelligence and satisfaction demonstrated a positive significant relationship. Emotional intelligence was related to the Big Five factors of Conscientiousness, Extraversion, and Emotional Stability. No relationship was found between stress and life or college satisfaction. The results suggest that if college students can utilize emotional intelligence as a coping mechanism in the college environment, they will experience greater satisfaction that could then lead to a more positive college experience for the student and possibly a decreased rate of attrition for universities.

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Williams, Michael A. Sr. « Exploring the Relationship Between Gratitude and Family Satisfaction Among College Students ». Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1341343795.

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Shelton, Andrea D. « Adult learners' level of satisfaction with campus services at a community college district / ». free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924923.

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Anekwe, Obiora Nnamdi. « Satisfaction matters a comparative study of African American students in education programs within the academy / ». Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/ANEKWE_OBIORA_41.pdf.

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Anders, Ashley Nicole Keiley Margaret K. « Sexual communication anxiety, attachment, relationship satisfaction, and sexual satisfaction in Auburn ». Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Thesis/Anders_Ashley_54.pdf.

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Duncan, Angela D. « African American students' satisfaction with academic advising at an Ohio community college ». Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206106765.

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Watson, Veverlyn L. McCarthy John R. « Relationship between student perceptions of classroom climate and satisfaction in institutions of higher education ». Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835921.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: John R. McCarthy (chair), Patricia H. Klass, Charles E. Morris, Sally B. Pancrazio, William L. Tolone. Includes bibliographical references (leaves 127-130) and abstract. Also available in print.

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Layman, Richard W. « Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college ». Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4028.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains xi, 154 p. : ill. Includes abstract. Includes bibliographical references (p. 132-138).

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Talbert, Kelly. « Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students ». Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17883.

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This study explored whether the effects of student-faculty interaction on various outcomes - degree aspiration, college GPA, satisfaction with faculty contact, and satisfaction with the college experience - vary by student gender, ethnicity, social class, and first-generation status. The study used data on 95,537 students attending nine colleges who took the 2011 administration of the Student Experience in the Research University (SERU) survey. The findings revealed differences in the frequency of student-faculty interaction by social class and ethnicity, differences in the level of satisfaction with advising and access to faculty by social class, and positive relations between degree aspiration and specific interaction behaviors. The findings provide implications for educators, administrators, and others charged with maximizing the benefits of student-faculty interactions for all students to positively affect college persistence and retention.

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Klass, Patricia Harrington Brickell John L. Halinski Ronald S. « Factors affecting undergraduates' academic performance and satisfaction a causal model / ». Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8626592.

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Thesis (Ph. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 15, 2005. Dissertation Committee: John L. Brickell, Ronald S. Halinski (co-chairs), John F. Chizmar, Mary Ann Lynn, John R. McCarthy. Includes bibliographical references (leaves 153-164) and abstract. Also available in print.

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Lau, Lok-yan Felicia. « The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students ». Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37101663.

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Schneider, Madalyn R. « The Relation Between Parental Social Support, Career Exploration, and College Students' Major Satisfaction ». OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/699.

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The focus of the current study is to examine the role of parental social support in college students' career development process, specifically choosing a satisfying academic major. It is hypothesized that: 1. There is a positive correlation between overall score on the Social Support Behaviors (SS-B) and major satisfaction score, 2. The relationship between the overall SS-B score and major satisfaction is mediated by the college student's major/career exploration, and 3. The emotional support subscale explains the greatest variance in major satisfaction followed by practical assistance, advice/guidance, and financial assistance, and finally socializing. Participants consisted of traditional college students at the sophomore and junior level from Southern Illinois University Carbondale. Measures include: the self and environmental exploration subscales of the Career Exploration Survey (CES; Stumpf, Solarelli, & Hartman, 1982), the Social Support Behaviors (SS-B) measure (Vaux, Riedel, & Setwart, 1987), and the Academic Major Satisfaction Scale (AMSS; Nauta, 2007). Although results of the primary hypotheses were nonsignificant, there were several relationships between modes of social support and career exploration variables. Specifically, self-exploration related positively to total social support from primary caregiver as well as practical assistance, and environmental exploration related significantly to financial support from secondary caregiver. Other exploratory results are presented and discussed related to parents' role in facilitating college students' career development. Future implications of the present study, which add to vocational literature on career satisfaction, are discussed in regard to both research and practice with a college student population.

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Matthews, Molly Ruth. « An Analysis of Specific Life Satisfaction Domains and Disordered Eating Among College Students ». Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248702598.

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Angstadt, Peter. « Student perceptions of satisfaction in Oregon community colleges / ». view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072575.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Arneson, Eric E. « The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College ». FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/484.

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The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges. The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching, feeling a sense of community, stronger relationships with other faculty members and students, and an increased affinity toward the university. While there were some challenges such as lack of training, institutional politics, and loss of privacy all participants in the study felt they gained from the opportunity and would do it again in the same situation. This study enhanced the limited formal knowledge available regarding how faculty experience living in residential colleges with students.

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Lau, Lok-yan Felicia, et 劉洛恩. « The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37101663.

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Zhou, Selina Jun Scratchley Tatiana. « Satisfaction as a factor influencing retention rates of international students at SFU / ». Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2126.

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Research Project (M.B.A.) - Simon Fraser University, 2005.
Research Project (Faculty of Business Administration) / Simon Fraser University. MBA-IB Specialist Program. Senior supervisor : Dr. David C. Thomas.

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Odom, Leslie R. Henson Robin K. « Investigating the hypothesized factor structure of the Noel-Levitz Student Satisfaction Inventory a study of the student satisfaction construct / ». [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9746.

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Caola, Lindsey. « Exploring Students’ Motivation for Attending College : A Fundamental Needs Perspective ». Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109153.

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Thesis advisor: David Miele
This dissertation adopts a fundamental needs perspective to examine the associations between first-year students’ reasons for attending college and their well-being. It extends Basic Psychological Needs Theory (BPNT; Ryan & Deci, 2017), by proposing that (a) meaning, safety, and status (in addition to autonomy, competence, and relatedness) are fundamental needs that students aim to satisfy in college, and (b) the salience of particular needs influences students’ goal-directed behavior and well-being. The first phase of the dissertation involved the development of three novel measures which were used in the second phase to explore different profiles of salient needs and their associations with college students’ experiences of need satisfaction, need conflict, and four outcome variables (GPA, intentions to persist toward graduation, psychological distress, and overall well-being).A latent profile analysis of the first wave of data (N= 512) identified three profiles based on students’ reasons for attending college: Weaker Reasons, Balanced Reasons, and Stronger Reasons. Subsequent analyses examined whether profile membership at Wave 1 predicted need satisfaction, need conflict, and the student outcomes at Wave 2 (n = 219). Results indicated that the Stronger Reasons profile was associated with higher levels of need satisfaction compared to the other two profiles, whereas the Balanced Reasons profile was associated with lower GPA and intentions to persist. Next, structural equation models were estimated to examine the relations between need satisfaction, need conflict, and the four outcomes. Results indicated that need satisfaction was positively associated with intentions to persist and well-being, but negatively related to distress, whereas need conflict positively predicted distress. Contrary to expectations, need conflict and need satisfaction were not significantly associated. Although additional research is needed to examine motivation profiles, findings from this dissertation study suggest that students attend college with different patterns of need-based motivations, and these profiles are related to important student outcomes. The dissertation also adds to the literature examining the association between need satisfaction and well-being, and suggests that need conflict is a construct worthy of additional inquiry
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Danylyshyn-Adams, Patricia. « Satisfaction of Community College Students Transferring to a Public Research Institution in Southern California ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3437.

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At a large public research university in Southern California, community college transfer students reported dissatisfaction with their undergraduate college experience. Dissatisfied students may not graduate, may not network with undergraduates at their alma mater, and may not contribute financially to their alma mater. The purpose of this qualitative case study was to explore why students were dissatisfied with their college experience. Data collection included semi structured interviews with 11 community college transfer students enrolled at the university. The conceptual framework was based on Astin's student involvement theories. The data were analyzed by looking for codes that emerged from the student interviews. From these codes, 12 categories were condensed in to seven themes. These seven themes were: academic reputation, transfer student issues, misinformation, apprehensions and fears, relationships and support, benefits, and ideas for a better college experience. Findings were used to design a 3-day professional development program for student affairs staff. Goals were to provide staff with a better understanding of the issues community college transfer students faced. Social change implications include student affairs staff advocating for changes in processes, procedures, and programs to benefit transfer students.

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Washington, Latanya. « It's a Different World : Gender Variations in the Satisfaction of African American College Students ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5487/.

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The purpose of this research study was to explore gender variances in the satisfaction levels of African American students at UNT toward the goal of increasing the retention of these students. Variances in satisfaction levels were measured using information obtained from African American students that participated in the fall 2004 administration of the Noel Levitz Student Satisfaction Inventory (SSI). In addition, the UNT Customer Satisfaction Survey (UNT-CSS), which applies Hom's Basic Model of Customer Satisfaction, was used to further examine areas of interest identified by the Noel Levitz SSI. Analysis of the SSI data indicated that no statistical significance existed amongst any of the correlates of satisfaction as a function of gender. In fact, African American students appeared to have very similar ideas on what services were important to them and on how satisfied they were with the services provided to them by the university. African American males and females were most satisfied with Campus Support Services, Academic Advising/Counseling, and Instructional Effectiveness at UNT. The UNT-CSS further examined the above areas. African American males and females were measured against each other to discern if differences occur in how African American students process the customer service model as a function of gender. African American males demonstrated strong positive correlations between their expectation of customer service and their consequent evaluation of that service. African American females were more influenced by their perception of the service received.

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Boazman, Janette Kay. « Well-Being of Gifted Students Following Participation in an Early-College-Entrance Program ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5505/.

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The concepts of well-being and life satisfaction are explored in this study of the experiences and psychological traits of highly-gifted students who have been radically accelerated into an early-college-entrance program. The study was conducted after participation in the early-college-entrance program. The primary focus of the study is on personal well-being and life satisfaction including the variables of subjective well-being, efficacy, and the dispositional traits of cheerfulness, seriousness, and bad mood. These variables are gathered as the initial phase of a longitudinal study of the early-college entrants' personal and professional experiences, their life satisfaction, and dispositions. The subjects for this study were participants in the Texas Academy of Math and Science (TAMS). TAMS is a state run early-college-entrance program at the University of North Texas in Denton.

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Avendano, John Palmer James C. « Student involvement assessing student satisfaction, gains, and quality of effort / ». Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115177.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: James C. Palmer (chair), Phyllis McCluskey-Titus, Paul Vogt, John S. Erwin. Includes bibliographical references (leaves 121-126) and abstract. Also available in print.

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Nzeakor, Ambrose Ugochukwu. « Community College Students' Perceptions of and Satisfaction with Factors Affecting Retention in a Major Urban Community College in the Southwestern United States ». Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278438/.

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The purposes of this study were (a) to analyze whether any significant differences exist in students' satisfaction among the 11 composite scales/satisfaction measures of the SSI (retention programs); (b) to determine whether significant differences exist in satisfaction among students of the institution based on their demographic characteristics of gender, age, ethnicity, class load, and employment; and (c) to record findings, draw conclusions, and make recommendations from the study. The research was conducted using a questionnaire, The Student Satisfaction Inventory (SSI), developed by Juillreat and Schreiner in 1994. The instrument measures, among other matters, students' perceptions and satisfaction. The population of the study comprised all students at the institution during the 1996-1997 school year. A total of 312 students was sampled, with 182 (58%) returns received. Statistical treatments used to analyze the collected data included frequencies, percentages, means, standard deviation, multiple analysis of variances (MANOVA), one-way analysis of variance (ANOVA), and Tukey's Post Hoc t-test for multiple comparison.

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Coverdale, Bradley J. « An Investigation of Advising Satisfaction of Traditional-Aged Community College Students Enrolled Exclusively in Online Courses ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717060.

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Although enrollment in online community college courses continues to increase, there is evidence that many students are not completing their studies. Research on persistence indicates the importance of students feeling connected with their institution through faculty and staff which can be difficult when separated geographically. Using the Model of Online Community College Student Satisfaction and Continued Enrollment (MOCCSSE), a path model which includes components from both Tinto’s Theory of Student Departure and Kember’s Model of Dropout in Distance Education, this study explored traditional-aged community college students’ levels of satisfaction with their academic advisor to determine if they influence the students’ decision to continue enrolling online.

Study participants included 346 traditional-aged community college students who enrolled exclusively in online courses for at least one semester in Maryland, Pennsylvania, or Virginia. Eligible students were identified by institutions and invited by email to participate in an electronic survey using SurveyMonkey. Results of this study were analyzed using path analysis to build a model linking students’ satisfaction with academic advising and online experience with online adaptability level and continued online enrollment.

The interaction of satisfaction with online education experience and the advisor seems to indicate a positive effect on continued online enrollment. Continued online enrollment was also positively affected by online adaptability level, which was measured by student’s self-efficacy and perceived mastery of computer usage and time management. These findings suggest that while students who have the necessary skills to succeed in an online education environment are likely to continue enrolling online, their satisfaction with their advisor and their online education experience may also impact that decision.

A major limitation was that the survey items that were thought to measure online satisfaction did not; instead student’s level of overall satisfaction was used to create a construct. Other limitations included removal of participants who did not communicate with their academic advisor, and the low percentage of students who check email regularly. Future research should investigate demographics of traditional-aged community college students further. Topics should include expanding diversification of online students so that demographics align with overall population, and comparing traditional-aged and non-traditional students with previous studies.

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Visser, Preston L., et Jameson K. Hirsch. « Health Behaviors Among College Students : The Influence of Future Time Perspective and Basic Psychological Need Satisfaction ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/693.

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Health behavior change may prevent many fatal diseases, and may be influenced by social and motivational constructs. We assessed the interaction effect of future time perspective and basic psychological need fulfillment on positive and negative health behaviors. Future time perspective was associated with more positive, and less negative, health behaviors. Need fulfillment was associated with only positive health behaviors. In moderation analyses, individuals reporting both high need fulfillment and future perspective reported greater positive health behaviors, and were especially unlikely to smoke. Enhancing future-mindedness and supporting need satisfaction in interventions targeting modifiable health behaviors is encouraged.

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Odom, Leslie R. « Investigating the hypothesized factor structure of the Noel-Levitz Student Satisfaction Inventory : A study of the student satisfaction construct ». Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9746/.

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College student satisfaction is a concept that has become more prevalent in higher education research journals. Little attention has been given to the psychometric properties of previous instrumentation, and few studies have investigated the structure of current satisfaction instrumentation. This dissertation: (a) investigated the tenability of the theoretical dimensional structure of the Noel-Levitz Student Satisfaction Inventory (SSI), (b) investigated an alternative factor structure using explanatory factor analyses (EFA), and (c) used multiple-group CFA procedures to determine whether an alternative SSI factor structure would be invariant for three demographic variables: gender (men/women), race/ethnicity (Caucasian/Other), and undergraduate classification level (lower level/upper level). For this study, there was little evidence for the multidimensional structure of the SSI. A single factor, termed General Satisfaction with College, was the lone unidimensional construct that emerged from the iterative CFA and EFA procedures. A revised 20-item model was developed, and a series of multigroup CFAs were used to detect measurement invariance for three variables: student gender, race/ethnicity, and class level. No measurement invariance was noted for the revised 20-item model. Results for the invariance tests indicated equivalence across the comparison groups for (a) the number of factors, (b) the pattern of indicator-factor loadings, (c) the factor loadings, and (d) the item error variances. Because little attention has been given to the psychometric properties of the satisfaction instrumentation, it is recommended that further research continue on the SSI and any additional instrumentation developed to measure student satisfaction. It is possible that invariance issues may explain a portion of the inconsistent findings noted in the review of literature. Although measurement analyses are a time-consuming process, they are essential for understanding the psychometrics characterized by a set of scores obtained from a survey, or any other form of assessment instrument.

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Cavallero, Beth G. « Relationship among membership in recognized student organizations on body image satisfaction and eating behaviors of university students / ». View online, 2004. http://repository.eiu.edu/theses/docs/32211131175911.pdf.

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Traiger, Jeffrey Davis Gallos Joan V. « Working nontraditional adult undergraduate students' development of career identity and life satisfaction a qualitative examination / ». Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Joan V. Gallos. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 29, 2007. Includes bibliographical references (leaves 174-192). Online version of the print edition.

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Rector, Vonetta Y. « A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions ». Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/34592.

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State systems have begun to implement performance-based policies in higher education that obligate state institutions to demonstrate they are providing quality educational experiences for students in an effective and efficient manner (Hatcher, Kryter, Prus, & Fitzgerald, 1992; Redd, 1998). Quality and overall effectiveness are measured by student outcomes, such as student retention, attrition, and graduation rates (Hatcher, et al., 1992; Redd, 1998). College student satisfaction has emerged as a factor that affects student retention, attrition and graduation rates (Aitken, 1982; Allen, 1987; Hatcher, et al., 1992; Love, 1993). The greater the level of satisfaction with the college environment, the greater the likelihood that the student will remain affiliated with the institution. This is seen at predominately White institutions (PWIs). Many have found that African American students are less satisfied than their White counterparts with the college environment, and have attrition rates five to eight times higher than their White counterparts at the same institution (Allen, 1987; Fisher & Hartmann, 1991; Love, 1993; Suen, 198). Approximately 80 percent of all African American undergraduates are enrolled in PWIs (Arenson, 1997). Research also indicates that African American students attending historically Black institutions (HBIs) seem to be more satisfied with the college environment than their African American counterparts at PWIs, and graduate at rates equal to White students at PWIs (Allen, 1987; Bohr, Pascarella, Nora, & Terenzini, 1995; Love, 1993; Nettles, et al., 1986; Suen, 1983). Despite these satisfaction and success rates, by 1994, total African American student enrollments at HBIs decreased to an all-time low: 16 percent (Redd, 1998; Schexnider, 1998). Contrary to African American student enrollments, White student enrollments at HBIs have increased 71 percent from 1976 to 1994 (Redd, 1998; Wenglinsky, 1996). Because these students represent non-majorities on HBI campuses, it would be interesting to see if the pattern of satisfaction for African American students attending PWIs hold true for White students at HBIs. The present study, by examining the satisfaction levels of both groups of students with the college environment, is designed to address this gap in the existing body of literature on African Americans and Whites at PWIs and HBIs. Data related to levels of student satisfaction with the college environment were obtained from the College Environment scale of the Student Opinion Survey (SOS). Chi-squares were calculated on each item of the College Environment scale to determine significance. The study made within group comparisons (AA-HBI v. AA-PWI; W-PWI v. W-HBI) and between group comparisons (AA-PWI v. W-PWI; AA-HBI v. W-HBI) based on majority and non-majority statuses on respective campuses. Results of the study revealed that, when respecting the non-majority on campus, African American and White students are seemingly more satisfied (or equally satisfied) with aspects of the college environment than their majority students counterparts on campus. Additionally, these non-majority groups were more satisfied (or equally satisfied) with dimensions of the college environment than their ethnic counterparts on PWI and HBI campuses (AA-HBI and W-PWI students). W-HBI students demonstrated greater levels of satisfaction than all other groups included in the study.
Master of Arts

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Mebane, Carla. « An investigation of African American socialization influences on gender satisfaction as measured by the Noel-Levitz Inventory at selected peer, regional universities ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6058.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.

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Carpenter, James D. « Co-curricular involvement of West Virginia four-year state college students and the statistical relationship with post-graduate community and professional involvement, leadership, salary, and job satisfaction ». Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2270.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 121 p. Vita. Includes abstract. Includes bibliographical references (p. 96-106).

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Marlett, Keith Edward. « Personality characteristics of counseling students at a midwest evangelical seminary as correlates of success, satisfaction, and self-perceived effectiveness ». Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Kim, Kakyom. « Travel behaviors of U.S. university students travel involvement, push motivations, pull motivations, satisfaction, and destination loyalty / ». Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (Ph. D.)--Michigan State University. Dept. of Community, Agriculture, Recreation, and Resource Studies, 2006.
Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 130-138). Also issued in print.

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Grose, Michelle Leigh Stone Sara J. « Individual body satisfaction and perception the effect of the media's ideal body image on female college students / ». Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5322.

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Huffstetler, Beverly Carol. « Sense of identity and life satisfaction in college students ». 2006. http://etd.utk.edu/2006/HuffstellerBeverly.pdf.

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Huang, Tien-Chi, et 黃田奇. « Native Taiwanese College Students’ Learning Motivation and Satisfaction Study ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33304483339517224534.

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碩士
國立屏東教育大學
教育行政研究所
102
This study examined the relationship between Taiwanese students’ learning motivation and satisfaction. The target group was chosen from 17 colleges and 8 universities in Pingtung County, Taiwan to respond to a questionnaire entitled, “Native Taiwanese College Students’ Learning Motivation and Learning Satisfaction in Pingtung Area.” The researcher received 750 efficient samples using stratified random sampling to collect the data. Statistical tests included: descriptive statistics, one-way analysis of variance, t-tests, single factor analysis and stepwise multiple regression. These methods were applied to analyze the selected data. The results are listed as follows: A. Among the five elements of learning motivation, achievement-led was the highest scored and examine-related nervousness the lowest. B. Among the six elements of learning satisfaction, interpersonal relation was the highest scored and administrative services the lowest. C. Learning motivation with regards to self-effectiveness was higher among male students than females. D. Students from different colleges and grades scored notably different among the four elements of learning motivation: goal-orientation, career value, self-effectiveness, and test anxiety. E. Gender and tribal ethnicity had no significant differentiation in any of the elements of learning satisfaction. F. Students from different colleges showed distinct differences in learning satisfaction in regards to curriculum, teaching methods, administrative services, and learning environments. G. Students in different grades demonstrated significant differences in learning satisfaction in regards to teaching methods and administrative services. H. The final results demonstrated a strong positive correlation between learning motivation and learning satisfaction. Such findings provide justification for associated units and institutions to pursue current and future studies.

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Horng, Shing-Miaw, et 洪幸妙. « The life satisfaction of college students and the cause factors of life satisfaction ». Thesis, 1997. http://ndltd.ncl.edu.tw/handle/36589922028016831921.

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Waters, Victoria Ann 1971. « Satisfaction of student services at Tomball College ». Thesis, 2007. http://hdl.handle.net/2152/3397.

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Students are now viewed as customers in many colleges, altering the way in which services are rendered and adding a new dimension to the strategic planning of colleges. Satisfaction is a factor now that students have more choices in higher education. It is time to investigate how student services are delivered and ensure the student's best interest is being served. A transition in higher education occurred when education became more secular and larger numbers of people pursued postsecondary degrees. Several social and federal initiatives caused a surge in higher education. Students who were previously excluded from higher education were welcomed in community colleges. Student services began to focus on the personal and academic development of "the whole student." This study identified how satisfied students are with student services at Tomball College. Additionally, employees were surveyed on their perception of student satisfaction. Gaps were identified and recommendations suggested. The adapted SERVQUAL instrument, consisting of 23 questions, was used to solicit electronic responses from students and employees regarding satisfaction in 10 areas of student services. Three focus groups consisting of students, faculty/staff, and deans/directors were convened to follow-up on electronic survey responses. The significance of this study is that student services providers will be aware of student satisfaction. Providers often think because they spend so much time and effort planning and organizing that students are satisfied. This study can be used as a tool to improve communication within the college.

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LEE, YA-CHI, et 李雅琪. « Development on Inventory of Satisfaction for College Students in Future Classroom ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/eq8fvv.

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碩士
國立臺北教育大學
教育經營與管理學系
105
The purposes of this study aimed to develop an Inventory of satisfaction for college students in future classroom. The Inventory and model might provide guidelines to researchers on future classroom in the future. The Inventory of satisfaction for college students in future classroom. was constructed by three dimensions: facilities, classroom spaces and modle of teaching and learning. After on-line survey, A sample of 205 pupils was drawn from college students of National Taipei University of education. After which, the collected data had been analyzed by internal-consistency reliability, content validity, face validity, criterion-related validity, construct validity analyses and Important-Performance Analysis(IPA). The results showed that this Inventory qualified for the criterions of a superior inventory. The reliability, validity are appropriate and useful for measuring satisfaction for college students in future classroom. It also indicates that the model of developing on Inventory of satisfaction for college students in future classroom approach is practicable. In addition, this study also showed Descriptive statistics applied explore the overall service quality and analysis satisfaction. IPA could build the priority items for the improvement, look for the target of improvements, make adequate plans for the limited resources, apply the improvement method and administration strategy for gradually achieve higher satisfaction step by step.

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Flitcraft, Jewel Marie. « The influence of body satisfaction, weight satisfaction, and BMI on sexual behaviors among female college students ». Thesis, 2014. http://hdl.handle.net/1805/4029.

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Chen, Chiao-chien, et 陳巧倩. « The Taichung City Community College Students Learning Motivation and Learning Satisfaction Relationship ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/21986497220628733548.

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碩士
國立中正大學
教學專業發展數位學習碩士在職專班
101
ABSTRACT The purpose of this study is to investigate the Taichung City Community College students learning motivation and learning satisfaction Relationship, hope through questionnairesurveys and statistical analysis to understand the reason of Taichung City Community college students learning motivation and learning satisfaction situation to explore. Taichung City Community college students of different background variables of learning motivation and learning satisfaction relationship, as well as participate in the Taichung community college students learning motivation and learning satisfaction relationship, based on the findings and conclusions and specific recommendations, as The unit of reference. In order to achieve the purpose of the study, this study has taken the questionnaire study, eight community college students in the second semester of the year 101, Taichung City, the “self” Taichung City Community College students learning motivation and learning satisfaction scale for the study tool, a total of 470 questionnaires were distributed and 404 effective samples, the questionnaire collected information to statistical analysis, the study conclusions and recommendations are as follows: I,Conclusion i、the motivation of students at a community college orientation for the middle level, "the desire to learn" the strongest motivation, "career development" the weakest motivation ii、Students at a community college orientation in learning satisfaction on the degree of satisfaction of teachers and teaching "," learning outcomes "lowest satisfaction. iii、The "Junior" (inclusive), "the mountain line Tuen" of community college students have a strong motivation. iv、"More than 51 years old", "mountain line areas and Tuen area" Community college students learn better satisfaction. v、The higher the motivation Community college students, the higher learning satisfaction. II, the proposed 一、A community college i、 In accordance with the curriculum property arrange school classroom, in order to reduce the noise interference. ii、To enable trainees to join, and planning to meet the demand for people in local communitiescourse. iii、 Teachers 'teaching style is lively and diverse, and to create a good classroom climate, in order to enhance students' participation. iv、 Set a single window, dealt with by the responsible executives reflect the views of the participants. v、 Uniform start date and class period, in order to improve the learning outcomes. 二、Future researchers i、 To study objects for male students or foreign spouses. ii、Research variables Taichung City Community College students civic literacy, community development, ecological protection phaseOff level depth. iii、Research methods can join to participate in observation, interviews and other qualitative methods Keywords:communitycollege、learningmotivation、learningsatisfaction

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鄭詠達. « A Study of Influential Factors on College Students’ Satisfaction of E-Learning ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49219746777899623110.

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碩士
國立彰化師範大學
商業教育學系
97
Previous research developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. The past researches discovered that the collective efficacy has positive impact on e-learning, researchers started to want to understand the level of influence that the collective efficacy of groups to e-learning satisfaction. The research carried on the sampling investigation by affecting factors’ questionnaire on e-learning satisfaction. The research gained data via a questionnaire survey of 392 members that participating e-learning course, and using correlation analysis and stepwise regression analysis to analyze information. The results of the study showed five critical factors that affect college students’ e-learning satisfaction including: e-learning course flexibility, perceived usefulness, diversity in assessments, learner perceived interaction with others, the group of collective efficacy. Finally, according to this results proposed the following suggestions with regards to system designer, the teaching and the participant. We hope to contribute a definite and noticeable criterion to academic research and participants.

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Lia, Chung-tang, et 廖中天. « A study on the satisfaction of university student services of college students ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68086213238957989859.

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碩士
淡江大學
教育科技學系碩士在職專班
95
The purpose of this study is to investigate university students’ degree of satisfaction to the service mechanisms in the campus. The university student service mechanisms include five dimensions which are the academic development, physiological development, mental development, career development and social development. In addition, the degree of satisfaction can be reflected from student’s attitude toward the service content, service personnel and service channel. This research also analyzes the differences of responses in terms of students’ characteristics. 2,000 questionnaires were sent to students chosen randomly from 29 universities and colleges. There were 1,711 returned and the valid rate of return is 85.56%. The results of the research indicated that students were satisfied on the “academic development” services. However, ”social development” services were regarded as dissatisfied by the students. Most students have higher degree of satisfaction on non-digital library resources, digital library resources and financial assistance. Services with lower satisfactions include dining services, inter-school activity and legal counseling. In addition, there are significant differences among different grades regarding to the above mentioned five services mechanisms. This research also made the following suggestions for the universities to improve their student services: 1. Designing extracurricular activities relating to ”independent thinking” or “problem-solving training” which will enhance students’ social abilities. 2. Strengthening the staff training on student services in order to provide satisfying services to the students. 3. Paying more attention to those service items that are dissatisfied most by students. 4. Reconsider rights and interests of female students which are ignored. 5. Reengineering the student service units and procedures in order to improve students’ satisfaction toward universities.

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Thèses sur le sujet « Mormons College students Satisfaction »

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