Psychosocial learning environments and the mediating effect of personal meaning upon Satisfaction with Education

Abstract

This article reports the quantitative phase of a mixed-methods study that was conducted to investigate the relationships between psychosocial learning environments and student satisfaction with their education as mediated by Agentic Personal Meaning. The interdisciplinary approach of the study integrated the fields of learning environment research, existential meaning research and positive psychology research. A postulated model was tested using structural equation modeling to determine goodness-to-fit with data obtained from secondary and college students in two progressive private schools in India. Findings indicate that the learning environment variables of Teacher Support, Task Orientation, Cooperation, Student Cohesiveness, Involvement and Equity were significantly correlated with student Satisfaction with Education and with Agentic Personal Meaning. Findings also provide evidence that existential meaning and life purpose mediates the relationships between the psychosocial learning environment variables of Teacher Support, Task Orientation and Cooperation and the outcome variable of student Satisfaction with Education.