Academic Life Satisfaction Research Articles

The Predictive Power of Students' Metacognition and Perceptions of Instructional Competencies of Instructors on Academic Life Satisfaction

In university education, change and development occur due to environmental factors and the individual's efforts. Students' awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess university students' metacognitive skill perception and their perceptions of instructors' instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study's findings can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the study's data were obtained from 405 students at a state university's Faculty of Humanities and Social Sciences. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructor’s Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the student's achievement perception as a control variable. As a result of the data analysis, it was determined that there was a moderate positive significant relationship between students' academic life satisfaction and their perception of instructors' instructional competencies and metacognitive skill perception levels. When students' achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15% of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructor's instructional competence explained 10% of academic life satisfaction. Based on the research findings, it was concluded that the effect of students' metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructor's instructional competence.

The Predictive Relationship of Academic Life Satisfaction and Work Readiness among Fresh Graduates: A Basis for Formulating a Work Readiness Program

The Predictive Relationship of Academic Life Satisfaction and Work Readiness among Fresh Graduates: A Basis for Formulating a Work Readiness Program

Student Course Engagement and Academic Life Satisfaction of College Students

Student Course Engagement and Academic Life Satisfaction of College Students

Positive and Negative Correlates of Psychological Well-Being and Distress in College Students' Mental Health: A Correlational Study.

Recognizing the positive or negative effects of students' mental health promotes personal development, well-being, and academic success. Academic life exposes college students to multiple adjustments, demands, and vulnerabilities that can cause stress and mental health problems. This study aims to identify psychological well-being and psychological distress effects on college students' mental health. A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale. Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress. This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students' mental health literacy and resilience.

The Impact of Academic Life Satisfaction on Achievement Motivation of School-Going Adolescents of South 24 Parganas District

This study aims to ascertain the impact of academic life satisfaction on the development of achievement motivation of school-going adolescents. The research employs a descriptive survey method within a correlational research design. Data is collected through the Deo-Mohan (1985) Achievement Motivation Scale and the Multidimensional Student’s Life Satisfaction Scale (Huebner, 1994). The sample consists of 576 Bengali-speaking adolescents aged 14-16 years studying in classes IX and X from South 24 Parganas District. The findings reveal significant correlations between academic achievement motivation and multidimensional students’ academic life satisfaction. Adolescents with very high levels of achievement motivation also report very high levels of multidimensional life satisfaction in the case of family, friends, school, and living environment facets, except for academic self-satisfaction, which was at a high level. Adolescents with above-average levels of achievement motivation have very high levels of satisfaction with family and school and high levels of life satisfaction with friends, living environment, and self-satisfaction. Average motivated students have quality life experiences with their family, friends, school, and living environment. However, their achievement motivation was only average due to low academic self-satisfaction. Below-average motivated adolescents exhibit learned helplessness and report low levels of multidimensional life satisfaction.

Do Smartphone Addiction and Self-Regulation Failures Affect Students' Academic Life Satisfaction? The Role of Students' Mind Wandering and Cognitive Failures.

The purpose of this study is to investigate how smartphone addiction and self-regulation failure influence students' academic life satisfaction considering the impacts of students' mind wandering and cognitive failures. It also sought to look at how students' minds wander, and cognitive failures are affected by smartphone addiction and self-regulation failure among university students. The WarpPLS-SEM software was used to analyze the research data retrieved from a sample of 950 undergraduate students from universities in Egypt and the Kingdom of Saudi Arabia (KSA). In both countries, the findings revealed that students' smartphone addiction and self-regulation failures negatively affect students' academic life satisfaction and positively affect students' mind wandering and cognitive failures. Additionally, smartphone addiction is positively related to failures of students' self-regulation. Besides the negative influences of students' cognitive failures on their academic life satisfaction, cognitive failures mediated negatively the relationship between mind wandering and students' academic life satisfaction. Finally, students' mind wandering mediated the relationship between smartphone addiction, self-regulation failure, and academic life satisfaction. The study introduces fresh insights into the study variables that can be used to expand the literature on academic life satisfaction. The study provides theoretical and practical contributions to students, educators, and policymakers of education.

Academic motivation and academic satisfaction: a moderated mediation model of academic engagement and academic self-efficacy

PurposeThis study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic engagement among university students.Design/methodology/approachA cross-sectional study was performed on 1,638 Vietnamese university students (31.9% males and 68.1% females) aged 16 to 36 (Mean = 20.06, SD = 1.428). The participants filled out a questionnaire with the Vietnam versions of the General Self-Efficacy Scale, Academic Motivation Scale, Academic Life Satisfaction Scale and Academic Engagement Scale. Model 4 and Model 7 in the PROCESS macro were used for the mediation analysis and the moderated mediation analysis.FindingsResults showed that the indirect effect of academic engagement on the academic motivation-academic satisfaction link was significant. Furthermore, academic self-efficacy moderated this indirect effect. The indirect effect was stronger among students with high academic self-efficacy and weaker among students with low academic self-efficacy.Originality/valueThis study’s findings contribute to educational research on academic satisfaction and can be used by institutions of higher education and educators to enhance academic satisfaction among university students.

Grit and academic life satisfaction: Assessment of the mediating role of school engagement

This research was planned to reveal whether school engagement is a mediator in the relationship between grit and academic life satisfaction in university students. 487 students, including 316 (65%) males and 171 (35%) females, were recruited. The students were 18 to 33 years old, and the mean age was 20.62. The measures included the Academic Life Satisfaction Scale (ALSS), the Short Grit Scale (GRIT-S), the Utrecht Work Engagement Scale-Student Form (UWES-SF), and a Personal Information Form (PIF). Data analysis included the structural equation model and Pearson’s correlation analysis. A statistically significant positive correlation was observed between grit, school engagement, and academic life satisfaction. In addition, grit and academic life satisfaction were mediated by school engagement. We handled the results considering grit and school engagement in raising the academic life satisfaction of university students.

Virtual Study Space: A Novel Way of Focus Management

Abstract: Spark motivation, productivity, and focus with aesthetic background study spaces along with a Pomodoro timer to keep study sessions productive using Virtual Study Space. In Virtual Study Space, students can create their custom environment from highly curated minimalist themes, and work with the ability to control background noises to reduce distraction that provides the perfect background companion while one is working away at a lengthy to-do list. The virtual environment also features a video call for students to work together as a team to promote learning using collaboration to support the provision of organizational activities and the exchange of information and educational material. Thus, the implementation of this website becomes a practical depiction of the relations between rational beliefs about studying, academic procrastination, academic life satisfaction, and academic achievement. Tasks in the creation of the website include the development of the study environment, which is setting up web elements and embedding videos as workspaces. The student can choose user-friendly backgrounds according to the study moods such as cafes, nature and libraries. Next is the building of the timer where the user can work along with break time scheduled according to the Pomodoro timer. Lastly, the website has a feature of tracking tasks inside the study space by making a list of priorities to enable efficient planning of tasks to be accomplished in the correct time frame to keep the studentorganized with their work.

Attitudes Towards Distance Education and Academic Life Satisfaction: The Mediation Role of Academic Self-Efficacy and Moderator Role of Gender

The present study aimed to examine the mediator role of academic self-efficacy and the moderator role of gender in the relation between attitude towards distance education and academic life satisfaction. The Study Group consisted of 452 participants who were studying at 3 different state universities in Turkey. The Attitude Scale towards Distance Education Applied in the Period of the Outbreak, Academic Self-efficacy Scale, and Academic Life Satisfaction Scale were used as the data collection tools. The data were analyzed by using the SPSS package program. As a result of the analyses, it was found that academic self-efficacy plays a partial mediating role in the relation between the attitude towards distance education and academic life satisfaction. Another important finding of the study was that the mediating effect of academic self-efficacy was moderated by gender in the relation between attitude towards distance education and academic satisfaction. Although the attitude towards distance education in women had a significant impact on self-efficacy belief, it was not the same in men. The findings of the study were discussed in the light of similar studies in the literature.

Basic Psychological Need Satisfaction in Leisure and Academics of Chinese International Students during the COVID-19 Pandemic

Subjective well-being (SWB) of university students is an important topic as mental health issues are common among them. Especially, Chinese international students may encounter heightened stress and anxiety during the COVID-19 pandemic along with anti-Asian hate crimes. Basic Psychological Need Theory suggests the satisfaction of autonomy, competence, and relatedness needs enhances SWB, and research shows these needs are met in leisure and academic lives. Thus, this study examines how need satisfaction during leisure and academics relates to SWB of Chinese international students. Through a cross-sectional online survey, we collected data from 444 students at a Canadian university. Structural equation modeling suggested autonomy satisfaction in leisure positively predicted leisure life satisfaction, and autonomy and competence satisfaction in academics positively affected academic life satisfaction. Leisure and academic life satisfaction had comparable positive effects on global life satisfaction. We advocate for need support in campus recreation and academics to support student mental health.

Effect Of Self-Concept And Academic Life Satisfaction On Achievement Motivation Of School-Going Adolescents

Effect Of Self-Concept And Academic Life Satisfaction On Achievement Motivation Of School-Going Adolescents

Does educational stress mediate the relationship between intolerance of uncertainty and academic life satisfaction in teenagers during the COVID-19 pandemic?

The present study aims to investigate the mediator role of educational stress in the relationship between intolerance to uncertainty and academic life satisfaction among teenagers. The sample consisted of 257 female and 202 male high school students with an average age of 16.03 (SD = 1.21) continuing their education in the spring semester of the 2020−2021 academic year in Turkey. The data were collected via an online survey. Analyses revealed that intolerance of uncertainty directly and indirectly via educational stress affects the academic life satisfaction of teenagers. Educational stress partially mediates the relationship. It was also found that the full mediation model has a good fit with the data. The academic life satisfaction of teenagers was harmed by their tendencies in tolerating the uncertainties they have been facing during the COVID‐19 pandemic and elevated levels of educational stress.

Analysis of the Relationship between Physical Education Teacher Candidates’ Academic Life Satisfaction and Their Beliefs in Teaching Profession: A Study on Physical Education and Sports Teachers (Sample of the Mediterranean Region)

In this study, it was aimed to examine the relationship between physical education and sports teacher candidates’ academic life satisfaction and their beliefs in the teaching profession. The population of the research consisted of 1482 physical education and sports teacher candidates studying in the Mediterranean region. The sample group consisted of 318 teacher candidates who participated in the study in this universe. Volunteers were asked to fill in the personal information form, the academic life satisfaction and professional belief scales. It was decided to apply non-parametric tests in the statistical analysis of the data obtained. Spearman correlation analysis was applied to reveal the relationships between the scores obtained from the scales. As a result; it was determined that the academic life satisfaction levels of the teacher candidates were above the average, and the average of the scores they got from the total professional belief scale and the sub-headings of the scale were found to be high. It was found that there is a moderate relationship between academic life satisfaction and professional beliefs. It is thought that the results of the present study are due to the fact that physical education and sports teacher candidates learn the sportive knowledge and skills that may be necessary in their future profession, theoretically and practically, at the highest efficiency level in the undergraduate programs they study, and that they can actively apply this knowledge and skills in the field with different internship applications.

ĐỘ TIN CẬY VÀ HIỆU LỰC CỦA THANG ĐO SỰ HÀI LÒNG TRONG HỌC TẬP DÀNH CHO SINH VIÊN

This study aimed to examines the reliability and validity of The Academic Life Satisfaction Scale (ALSS) designed by Schmidt et all, in the Viet Nam context. The Scale consists of 5 items to evaluate level of Student’s Academic Life Satisfaction. A total of 200 undergraduate students at Hue University of Education participated in this study. Methods of testing reliability, exploratory factor analysis and confirmatory factor analysis were used. The research results showed that this Scale has high reliability (α = 0,90) and validity (χ2\df = 2,18; GFI = 0,98, RMSEA = 0,077; CFI = 0,99; TLI = 0,98), suitable to use to measure student’s academic life satisfaction in Vietnam.

Gender differences in mental health, academic life satisfaction and psychological vulnerability in a sample of college freshmen: a cross-sectional study

ABSTRACT Gender differences among undergraduates are mainly found in the prevalence of common mental disorders such as depression, anxiety, somatic complaints, and sexual violence. However, there is a lack of information in the literature about gender differences in academic life satisfaction and psychological vulnerability among freshmen. Thus, this study aimed to identify gender differences in demographics, mental health, academic life satisfaction, and psychological vulnerability of freshmen. A cross-sectional study was conducted on a sample of 560 Portuguese freshmen. An online survey was used to collect data in all 29 Lisbon District colleges. Data were collected through a demographic and academic data questionnaire, the Mental Health Inventory (MHI-38), the Academic Life Satisfaction Scale (ALLS), the Psychological Vulnerability Scale (PVS), and a question to assess students’ perception of their vulnerability. We found significant gender-related differences (p < .05) in all subscales of MHI-38, the ALLS-Personal Satisfaction subscale, and the self-perception of vulnerability. Overall, freshmen women presented worse scores in all subscales of MHI-38, in ALLS-Personal Satisfaction subscale, and a higher self-perception of vulnerability. These findings emphasize the need to design and implement mental health promotion activities, mainly focused on the needs of freshmen women, in colleges.

The Mediating Role of Shyness on the Relationship Between Academic Satisfaction and Flourishing among Pre-Service Music Teachers

This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes&amp;rsquo;s SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.

Development and Psychometric Study of the Academic Life Satisfaction Scale (ALSS) in a Higher Education Students Sample

Development and Psychometric Study of the Academic Life Satisfaction Scale (ALSS) in a Higher Education Students Sample

Measuring Academic Life Satisfaction in Portuguese Students

Measuring Academic Life Satisfaction in Portuguese Students

Procrastination and predictor variables among a group of dental students in Turkey

The aim of this study was to assess the prevalence of procrastination among a group of Turkish dental students and to determine the predictors and consequences of procrastination. A total number of 273 females and 179 males (aged between 18 and 28) were included in the study. Tuckman procrastination scale, Academic Life Satisfaction Scale, Concern over Mistake Scale, Poor Time Management Scale, Self-Doubt Scale, Irrational Beliefs about Studying Scale, Positive and Negative Affect Schedule and Life Satisfaction Scale were used to gather data. Results indicated that 50% of participants were more likely to procrastinate their academic assignments or tasks. Procrastination score did not differ according to gender. The findings suggested that procrastinating students had a higher level of poor time management, self-doubt and irrational beliefs about studying, and poor academic performance and well-being than their non-procrastinating counterparts. Preventive strategies are necessary to overcome procrastination which affects the academic achievement, satisfaction, and well-being of dental students.