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ERIC Number: EJ1077417
Record Type: Journal
Publication Date: 2015-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-1475-7257
Predictors of Student Satisfaction with University Psychology Courses: A Review
Green, Heather J.; Hood, Michelle; Neumann, David L.
Psychology Learning and Teaching, v14 n2 p131-146 Jul 2015
Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction literature, with a focus on undergraduate psychology. Searches of relevant databases and reference lists were used to source articles for this narrative review. Evidence regarding institutional, teaching, and student variables associated with student satisfaction is discussed. Teaching variables, particularly teaching quality and expertise, tend to show the strongest relationships with student satisfaction. Institutional variables, such as services, facilities, image, and research activity, are also important. Individual student characteristics including achievement and attitudes have been associated with psychology students' satisfaction. Recommendations to improve satisfaction include helping psychology students to develop accurate expectations of courses, facilitating teaching quality and style that matches psychology students' preferred thinking styles, and assisting students to develop self-efficacy and other positive attitudes. Further research to understand and improve psychology students' satisfaction would be beneficial.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A