Abstract
We define college satisfaction as a student's cognitive evaluation of the overall quality of his/her college life at a particular institution of higher education. College satisfaction is worthy of study because of its link with GPA and turnover, and because it is an important subjective educational outcome in its own right. Most research on college satisfaction has been guided by Spady's (1970) framework. Overall, student attributes, objective college outcomes, and objective characteristics of college environments account for modest amounts of variance in college satisfaction. To augment Spady's framework, we present a preliminary model of college satisfaction that emphasizes inference components and information processing. Hypotheses are delineated concerning how the relations between objective college outcomes and college satisfaction judgments may be moderated by encoding and interpretation, identifying implications, integration of implications, response selection, attention, and memory.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
