Assessing College Students' Satisfaction With Their Academic Majors

2007 ◽  
Vol 15 (4) ◽  
pp. 446-462 ◽  
Author(s):  
Margaret M. Nauta
Keyword(s):  
College Students ◽  
Academic Majors ◽  
Students Satisfaction

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

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.

Exploring differences in creativity across academic majors for high-ability college students

2017 ◽  
Vol 32 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Angie L. Miller ◽  
Veronica A. Smith
Keyword(s):  
College Students ◽  
High Ability ◽  
Academic Majors

scholarly journals Influence of WeChat Use on the College Students Campus Life Satisfaction-A Perspective on Bridging Social Capital

2019 ◽  
Vol 7 (1) ◽  
pp. 30 ◽  
Author(s):  
Ranni Zhang ◽  
Yuxin Zheng ◽  
Ze Chen ◽  
Bin Li ◽  
Songping Yang
Keyword(s):  
College Students ◽  
Social Capital ◽  
Life Satisfaction ◽  
Media Use ◽  
Mainland China ◽  
Self Esteem ◽  
Campus Life ◽  
Bridging Social Capital ◽  
The Relationship ◽  
Students Satisfaction

The theories of social capital and Rosenberg's self-esteem scale were used to measure the campus life satisfaction of college students, this paper made an empirical analysis on the WeChat media use of 1000 college students from Hong Kong, Macao, Taiwan and mainland China (M=18.81 years old, SD=0.96) of a University in Guangdong province, and discussed the relationship among college students' social media use intensity, campus life satisfaction and social capital. The study found that there was a significant positive correlation between WeChat use intensity of college students and social capital, that the intensity of WeChat use had a direct effect on college students' satisfaction with campus life, and that self-esteem had a moderating effect between WeChat use intensity and social capital.

scholarly journals Influence of Selection Attributes for Private Brand Products on College Students’ Satisfaction and Repurchase Intention

2018 ◽  
Vol 24 (6) ◽  
pp. 91-101
Author(s):  
한솔 ◽  
서지수 ◽  
전민선 ◽  
남예은
Keyword(s):  
College Students ◽  
Repurchase Intention ◽  
Private Brand ◽  
Students Satisfaction

scholarly journals Analysis on the Construction of Blended Learning Mode of “College Students Mental Health Education” Based on MOOC

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Xiaodan Wang
Keyword(s):  
Mental Health ◽  
College Students ◽  
Health Education ◽  
Blended Learning ◽  
Assessment Methods ◽  
Classroom Teaching ◽  
Preliminary Evaluation ◽  
Learning Design ◽  
Mental Health Education ◽  
Students Satisfaction

This article takes “College Students Mental Health Education” as the research object, introduces the blended learning design and assessment methods of this course, and uses questionnaires to understand students’ satisfaction with the blended learning of this course. A preliminary evaluation of the teaching effect was made. The results show that the blended learning mode based on MOOC can adapt to the teaching requirements of the “College Students Mental Health Education” course and can improve the effectiveness of classroom teaching.

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