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
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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
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BACKGROUND
Academic Satisfaction
Indirect assessment
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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
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INDIRECT ASSESSMENT
Direct Assessment• demonstrati
ons of skills
Indirect Assessment• Feelings
about learning
• Perceptions of abilities
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HOW THESE CONSTRUCTS RELATED?
Student-Faculty
interactionGrades
Academic Persistence
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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)
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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)?
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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
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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
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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)
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STUDY
521 Senior respondents
3 Exogenous observed variables• Gender (65% female)• IU Cumulative GPA• STEM major
Structural Equation model
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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
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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
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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
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MODEL ESTIMATION
Maximum Likelihood estimation (ml)• Enables clearer comparisons between
models
Chi-square difference test
• = improvement in model fit
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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.
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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
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RESULTS
• Satisfaction does impact self-perceptions• Self-perceptions do impact satisfaction
All models fit data
Not statistically significant improvement
Significant effects
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SO WHAT AM I GOING TO DO WITH THIS?
Four page Research Brief
What interventions effect both
satisfaction and self-perceptions?
Other factors?
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FOR MORE INFORMATION ON SEM AND MPLUS…
Byrne, B. M. (2012). Structural equation modeling with Mplus. New York, NY: Routledge.
Any Questions?