SATISFACTION IN AN ACADEMIC SETTING

The study reported here is based on the hypothesis that the sources of a student's satisfaction alter as he passes through university. The main aim was to discover important sources of satisfaction for graduate and undergraduate psychology students, and to relate these to students’ sex, age, family status and financial status and to the organization and standard of studies and social activities within the university. The main findings were that the standard and professional relevance of the course itself were regarded as of the utmost importance, with little stress placed on organization of courses, the social character of the university or the ratio of sexes. There was a tendency for satisfaction to decline from the first to the fourth year, but no noteworthy relationship was found between the biographical data and the importance attached to the various topics.

¹ This study was partly supported by a research grant from Bar‐Ilan University, Israel.

Notes

² The authors would like to express their thanks to Yosef Schwarzwald, Chanan Rotem, Peri Krupnik and Avi Katoni, who participated in the design of the study and in the collection of the data.

¹ This study was partly supported by a research grant from Bar‐Ilan University, Israel.

Additional information

Notes on contributors

Moshe Krausz ²

2 The authors would like to express their thanks to Yosef Schwarzwald, Chanan Rotem, Peri Krupnik and Avi Katoni, who participated in the design of the study and in the collection of the data.