Student characteristics and perceived teaching quality as conditions of study satisfaction

The present study analyzed the conditions of study satisfaction with respect to taught contents, conditions of studying, and coping with (study-related) stress. Based on earlier research, relevant predictors were assessed. In addition, aspects of extrinsic learning motivation and instructional quality as perceived by the students were included. The sample consisted of 101 psychology students who were at least in their sixth semester and had already accomplished their mid-term exams (<< Vordiplom >>). They were presented with a questionnaire in order to assess study satisfaction and a number of potential impact factors. The findings revealed that high levels of explained variance were achieved for all three components of study satisfaction. In each case, different predictors proved to be influential. However, for each component of study satisfaction at least one motivational and one instructional variable were among the strongest predictors. In the case of satisfaction with taught contents, vocational relevance (of taught contents), domain interest, and achievement-related extrinsic motivation to learn were the best predictors. Satisfaction with conditions of studying was best explained by the engagement of lecturers and by vocation-related as well as achievement-related extrinsic motivation to learn. Finally, the strongest predictors of satisfaction with one's coping with stress were level of demands (in seminars and lectures), tolerance for stress, domain interest, and perceived social competence.