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Abstract
The use of student satisfaction measures remains an almost universal practice in higher education despite controversy regarding their usefulness and validity. Even with their prevalent use, and the importance placed on them for outcomes assessment and faculty evaluation, little research has examined personality factors that influence students while completing satisfaction measures. The role that emotional awareness plays in the evaluative judgments students make was the focus of the current study. Results indicate that community college student satisfaction ratings are influenced by the interaction of gender, emotional awareness, and awareness of physiological states.
