Utilising data from a research university (N = 7219), we examined the extent to which three factors, climate of diversity (COD), course learning experience (CLE) and research practice experience, predicted undergraduates’ overall satisfaction. COD was the most influential predictor of student satisfaction after controlling for the other two. In addition, the moderation effects of gender and race/ethnicity on these predictive relationships were tested. Only race/ethnicity had a moderation effect on COD and CLE.
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Course learning experience
Attention and interests in class (AIC)
Contributed to a class discussion
Brought up ideas during class discussions
Asked an insightful question in class
Found a course so interesting that you did more work than was required
Chosen challenging courses
Made a class presentation
Interacted with faculty in class
Class preparation (CP)
Turned in a course assignment late
Gone to class without completing assigned reading
Gone to class unprepared
How much of your assigned course reading have you completed this year
Faculty connection (FC)
Had a class in which the professor knew your name
Communicated with a faculty member by e-mail or in person
Talked with the instructor outside of class about issues derived from a course
Worked with a faculty member on an activity other than coursework
Consolidated learning (CL)
Raised your standard for acceptable effort due to the high standards of a faculty member
Extensively revised a paper before submitting it
Sought academic help from instructor when needed
Worked on class projects with classmates outside of class
Helped a classmate better understand the course when studying together
Research practice experience (RPE)
On-class research activity (OCR)
A research project or paper as part of your work
At least one student research course
At least one independent research course
Assist faculty in research with course credit
Work on researches under the direction of faculty with course credit
Extra-curricular research activity (ECR)
Assist faculty in research for pay without credit
Assist faculty in research as a volunteer without credit
Work on researches under the direction of faculty for pay without credit
Work on researches under the direction of faculty as a volunteer without credit
Research skills gain (RSG)
Library research skills
Other research skills
School climate of diversity (COD)
Students are respected here regardless of their economic or social class
Students are respected here regardless of their gender
Students are respected here regardless of their race/ethnicity
Students are respected here regardless of their religious beliefs
Students are respected here regardless of their political beliefs
Students are respected here regardless of their sexual orientation
Students are respected here regardless of their disabilities
I feel free to express my political beliefs here
I feel free to express my religious beliefs here
Students of my race/ethnicity are respected here
Students of my socio-economic status are respected here
Students of my gender are respected here
Students of my religious beliefs are respected here
Students of my political beliefs are respected here
Students of my sexual orientation are respected here
Students of my immigration background are respected here
Students with a physical or psychological disability are respected here
Satisfaction and agreement (SAA)
Level of satisfaction with grade point average
Level of satisfaction with academic experience
Level of satisfaction with social experience
Value of your education for the price you’re paying
I feel that I belong at this institution
Knowing what I know now, I would still choose to enroll
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Lin, S., Salazar, T.R. & Wu, S. Impact of academic experience and school climate of diversity on student satisfaction. Learning Environ Res 22, 25–41 (2019). https://doi.org/10.1007/s10984-018-9265-1
- Climate of diversity
- Course learning experience
- Research practice experience
- Student satisfaction