satisfaction and self-perceptions: how are the related? steve graunke indiana university-purdue...
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SATISFACTION AND SELF-PERCEPTIONS:
HOW ARE THE RELATED?
STEVE GRAUNKE
INDIANA UNIVERSITY-PURDUE UNIVERSITY INDIANAPOLIS
PRESENTATION
Discuss the relationship between academic satisfaction and self-
perceptions of learning
Explore a model of academic satisfaction and self-perceptions of learning using the IUPUI Continuing
Student Survey
Demonstrate statistical model features in Mplus (that SPSS and SAS can’t do
as well)
Discuss implications
BACKGROUND
Academic Satisfaction
Indirect assessment
ACADEMICSATISFACTION
Edwards and Waters (1982)• Satisfaction and GPA predict persistence
Schreiner (2009)• Comprehensive study of satisfaction and retention
Pullins (2011)• Sophomore students• Satisfaction with…
• Campus Climate• Advising
INDIRECT ASSESSMENT
Direct Assessment• demonstrati
ons of skills
Indirect Assessment• Feelings
about learning
• Perceptions of abilities
HOW THESE CONSTRUCTS RELATED?
Student-Faculty
interactionGrades
Academic Persistence
RECIPROCAL CAUSATION BETWEEN SATISFACTION AND PERFORMANCE
• Suggests satisfied employees perform better (and vise versa)
Work organization literature
• Based on organizational literature• Satisfaction stronger
Bean & Bradley (1986)
• Reciprocal causation model between grades and satisfaction fits well
• Satisfaction “wins”
Pike (1991)
CURRENT STUDY
Does reciprocal causation better describe the relationship between academic satisfaction and self-perceptions of learning than models in which academic satisfaction predicts self-perceptions (or self-perceptions predicts academic satisfaction)?
IUPUI CONTINUING STUDENT SURVEY
Multipurpose survey
• α = 0.813• “Overall, how satisfied are you with your academic experiences
at IUPUI?”• “How satisfied are you with the quality of the academic programs
at IUPUI?”
Overall Academic Satisfaction
• Communication Skills (4 items)• Quantitative Skills (4 items)• Exponent transformation
Principles of Undergraduate Learning Indirect Assessment
LATENT VARIABLES
Variables that are not observed directly
Indicators Example: Socio-economic status
Advantages Accounts for measurement error
More consistent parameter estimates
Disadvantages Large samples
May need more complicated software to do this
THE LATENT VARIABLE PART
Read and understand books, articles, and instruction manuals (n801)
Formally communicate ideas and information (oral, visual, aural, etc.) (n802)
Write a final report on a project or other work assignment (n803)
Communicate with a team to solve problems (n804)
Solve mathematical problems (n805)
Use mathematics in everyday life (n806)
Understand a statistical report (n807)
Support an argument using quantitative data (n808)
STUDY
521 Senior respondents
3 Exogenous observed variables• Gender (65% female)• IU Cumulative GPA• STEM major
Structural Equation model
MODEL 1/ SATISFACTION PREDICTS SELF-PERCEPTIONS
Gender (Flag for female)
IU Cumulative GPA
STEM major
Academic Satisfaction
Quant. skills
Comm. skills
n801
n802
n803
n804
n805
n806
n808n807
MODEL 2/ SELF-PERCEPTIONS PREDICT SATISFACTION
Gender (Flag for female)
IU Cumulative GPA
STEM major
Academic Satisfaction
Quant. skills
Comm. skills
n801
n802
n803
n804
n805
n806
n808n807
MODEL 3/ RECIPROCAL CAUSATION
Gender (Flag for female)
IU Cumulative GPA
STEM major
Academic Satisfaction
Quant. skills
Comm. skills
n801
n802
n803
n804
n805
n806
n808n807
MODEL ESTIMATION
Maximum Likelihood estimation (ml)• Enables clearer comparisons between
models
Chi-square difference test
• = improvement in model fit
DESCRIPTIVE STATISTICS FOR OBSERVED VARIABLES
Variables N Mean VarianceSatisfaction with overall academic experiences a 521 4.01 0.586Read and understand books, articles, and instruction manuals b 521 1.43 0.008Formally communicate ideas and information (oral, visual, aural, etc.) b 520 1.42 0.008Write a final report on a project or other work assignment b 521 1.42 0.009Communicate with a team to solve problems b 521 1.42 0.007Solve mathematical problems b 521 1.37 0.013Use mathematics in everyday life b 521 1.37 0.013Understand a statistical report b 521 1.34 0.013Support an argument using quantitative data b 521 1.38 0.012Gender (Flag for Female) 521 0.65 0.227GPA 521 3.18 0.315STEM major 521 0.29 0.207
a Scale for included items: 1 = Very Dissatisfied, 2= Dissatisfied, 3= Neutral, 4= Satisfied, 5= Very Satisfiedb Scale: 1 = Not at all Effective, 2= Somewhat Effective, 3= Effective, 4= Very Effective. Exponent transformation used on these items. Means and variance account for transformation.
MODEL FIT STATISTICS
Null model
Model 1 Model 2 Model 3
Chi-Square 2180.2 92.3 94.5 89.2
Dof 63 46 46 44
RMSEA -- 0.044 0.045 0.044
CLI -- 0.978 0.977 0.979
TLI -- 0.970 0.969 0.969
RESULTS
• Satisfaction does impact self-perceptions• Self-perceptions do impact satisfaction
All models fit data
Not statistically significant improvement
Significant effects
SO WHAT AM I GOING TO DO WITH THIS?
Four page Research Brief
What interventions effect both
satisfaction and self-perceptions?
Other factors?
FOR MORE INFORMATION ON SEM AND MPLUS…
Byrne, B. M. (2012). Structural equation modeling with Mplus. New York, NY: Routledge.
Any Questions?
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