Survey research and design in psychology/Assessment/Project/Lab report/Topics/Satisfaction

Satisfaction can be understood as a function of the degree of match between needs/expectations and actual experiences. According to Starr, Betz, and Menne (1972), satisfaction represents the extent to which an individual feels a particular environment is meeting his/her needs. Students must interact effectively with their academic environments to remain in them and academic environments must reflect individual needs and reward students for their efforts (Pennington, Zvonkovic, & Wilson, 1989)

Investment model
Student satisfaction can be seen as a measure of the effectiveness of a university (Orpen, 1990). Satisfied students have been reported to study harder and perform better (Orpen). Hatcher, Kryter, Prus, and Fitzgerald (1992) proposed an investment model of student satisfaction (see also Witt & Handal, 1984). This model stated that satisfaction is determined by rewards minus costs. Rewards can be seen as the positive outcomes of attending university whereas costs can be seen as the negative features of attending university (Hatcher et al.). For example, if a student has a favourable perception of staff/teaching quality, academic opportunities, and social opportunities then their satisfaction levels are likely to be higher (Hatcher et al.; Orpen, 1990). As for costs, if a student experiences hardship as a result of their university experience (such as financial trouble, social problems and feelings of pressure) then their satisfaction levels are like to be reduced (Hatcher et al.). Overall satisfaction levels have been found to be valid predictors of students' commitment to complete their course (Hatcher et al.); low satisfaction for university students is likely to contribute to a higher likelihood of not completing. See also Bennett (2003).

Attrition
A number of studies suggest that dissatisfaction is significantly related to high student turn over, rates of attrition and lower levels of achievement (Betz, Menne, Starr & Klingensmith; Hatcher et al., 1992).

DEST (2004) reported university attrition rates (for commencing students) as: Mature-age undergraduate students as well as postgraduate students generally have higher attrition rates than their younger counterparts (DEST, 2004). However, whilst enrolled, mature-age students tend to equal or out-perform standard students in scholastic achievement (DEST).
 * 18.0% (international)
 * 21.2% (Australia)