Degree Type

Dissertation

Date of Award

2012

Degree Name

Doctor of Philosophy

Department

Educational Leadership and Policy Studies

First Advisor

Frankie S Laanan

Abstract

The purpose of this study was (a) to explore descriptions of students who attended selected religious four-year colleges; (b) to explore relationships between background characteristics and overall college satisfaction and relationships between college experiences and overall college satisfaction; (c) to explore changes over time with respect to the goals of these students; and (d) to explore possible predictive elements, such as background characteristics, goals, and college experiences that may influence institutional satisfaction. A CIRP survey was used to collect data concerning the background characteristics, freshmen goals, college experiences, college integration, and senior goals of students who attended religious four year colleges.

The researcher employed a hypothetical framework of student satisfaction primarily based on Tinto's (1993) theoretical framework of student integration. The hypothesized model was used to examine how selected variables--background characteristics, goals, activities, and integration--impacted student satisfaction with the overall college experience. Quantitative analysis, including descriptive statistics, correlations, paired samples t-tests, and hierarchical multiple regression, were used to analyze the data.

A hierarchical multiple regression model was used to examine the background characteristics, goals, activities, and integration that predict satisfaction with the overall college experience. The results of this study suggest that degree aspiration, student engagement activities, relevance of coursework, a sense of community, and the classroom experience impacted student satisfaction with the overall college experience. This study also revealed the need to address students who attended religious four year colleges and were categorized as first generation college students.

The study may be replicated in other two or four year institutions to explore impacts on student satisfaction. In addition, it is imperative that policymakers, faculty, and staff understand the factors that can influence student satisfaction and possibly student retention.

DOI

https://doi.org/10.31274/etd-180810-2789

Copyright Owner

Darby Young

Language

en

Date Available

2012-10-31

File Format

application/pdf

File Size

158 pages

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